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What motivates enrolment in programming MOOCs?

https://doi.org/10.1111/bjet.12600
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1006/ceps.1999.1015openalex-snapshot
Expectancy–Value Theory of Achievement Motivation
inferredcites →https://doi.org/10.1007/978-3-319-25768-6_7openalex-snapshot
MOOCs: What Motivates the Producers and Participants?
inferredcites →https://doi.org/10.1007/978-3-642-03582-1_24openalex-snapshot
The Homo Zappiens and its Consequences for Learning in Universities
inferredcites →https://doi.org/10.1007/bf00995170openalex-snapshot
Ego-involved persistence: When free-choice behavior is not intrinsically motivated
inferredcites →https://doi.org/10.1007/s11031-012-9282-9openalex-snapshot
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions
inferredcites →https://doi.org/10.1016/j.cedpsych.2015.03.002openalex-snapshot
Measuring cost: The forgotten component of expectancy-value theory
inferredcites →https://doi.org/10.1016/j.compedu.2015.10.012openalex-snapshot
Chinese university students' acceptance of MOOCs: A self-determination perspective
inferredcites →https://doi.org/10.1016/j.compedu.2015.11.010openalex-snapshot
Motivation to learn in massive open online courses: Examining aspects of language and social engagement
inferredcites →https://doi.org/10.1016/j.edurev.2014.05.001openalex-snapshot
Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges
inferredcites →https://doi.org/10.1016/j.iheduc.2015.12.003openalex-snapshot
Learning in MOOCs: Motivations and self-regulated learning in MOOCs
inferredcites →https://doi.org/10.1016/j.iheduc.2016.07.005openalex-snapshot
How health professionals regulate their learning in massive open online courses
inferredcites →https://doi.org/10.1017/9781316225202.007openalex-snapshot
Teaching Motivations and Perceptions during the First Year of Teacher Education in Estonia
inferredcites →https://doi.org/10.1037//0003-066x.55.1.68openalex-snapshot
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
inferredcites →https://doi.org/10.1037//0021-9010.85.5.678openalex-snapshot
Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research.
inferredcites →https://doi.org/10.1037//0022-3514.80.3.501openalex-snapshot
A 2 × 2 achievement goal framework.
inferredcites →https://doi.org/10.1037//0033-2909.107.2.238openalex-snapshot
Comparative fit indexes in structural models.
inferredcites →https://doi.org/10.1037/0022-0663.95.4.667openalex-snapshot
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
inferredcites →https://doi.org/10.1038/495160aopenalex-snapshot
Online learning: Campus 2.0
inferredcites →https://doi.org/10.1080/02680513.2013.872558openalex-snapshot
MOOC attack: closing the gap between pre-university and university mathematics
inferredcites →https://doi.org/10.1080/02680513.2015.1104500openalex-snapshot
Digital badging at The Open University: recognition for informal learning
inferredcites →https://doi.org/10.1080/09523987.2015.1053290openalex-snapshot
What makes a cMOOC community endure? Multiple participant perspectives from diverse cMOOCs
inferredcites →https://doi.org/10.1080/10705519909540118openalex-snapshot
Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
inferredcites →https://doi.org/10.1080/1359866x.2012.700043openalex-snapshot
The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program
inferredcites →https://doi.org/10.1080/1359866x.2012.700045openalex-snapshot
Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education
inferredcites →https://doi.org/10.1080/1359866x.2012.700049openalex-snapshot
An introduction to teaching motivations in different countries: comparisons using the FIT-Choice scale
inferredcites →https://doi.org/10.1080/17405629.2012.686740openalex-snapshot
A checklist for testing measurement invariance
inferredcites →https://doi.org/10.1093/acref/9780199657681.001.0001openalex-snapshot
Dictionary of Psychology
inferredcites →https://doi.org/10.1111/bjet.12274openalex-snapshot
Massive open online courses ( MOOCs ): Insights and challenges from a psychological perspective
inferredcites →https://doi.org/10.1111/bjet.12275openalex-snapshot
Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOC s
inferredcites →https://doi.org/10.1111/j.1467-8535.2010.01157.xopenalex-snapshot
Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education
inferredcites →https://doi.org/10.1111/jcal.12130openalex-snapshot
The role of students' motivation and participation in predicting performance in a MOOC
inferredcites →https://doi.org/10.1145/2016016.2016017openalex-snapshot
MOOCs: Massive Open Online Courses or Massive and Often Obtuse Courses?
inferredcites →https://doi.org/10.1145/2460296.2460330openalex-snapshot
Deconstructing disengagement
inferredcites →https://doi.org/10.1145/2675133.2675217openalex-snapshot
Understanding Student Motivation, Behaviors and Perceptions in MOOCs
inferredcites →https://doi.org/10.1146/annurev.psych.53.100901.135153openalex-snapshot
Motivational Beliefs, Values, and Goals
inferredcites →https://doi.org/10.1787/9789264239555-enopenalex-snapshot
Students, Computers and Learning
inferredcites →https://doi.org/10.19173/irrodl.v14i3.1455openalex-snapshot
MOOCs: A systematic study of the published literature 2008-2012
inferredcites →https://doi.org/10.2307/2075704openalex-snapshot
Scale Development: Theory and Applications.
inferredcites →https://doi.org/10.3200/jexe.75.3.167-202openalex-snapshot
Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale
inferredcites →https://doi.org/10.4135/9781446287965openalex-snapshot
Structural Equation Modeling for Social and Personality Psychology
inferredcites →https://doi.org/10.52380/mojet.2013.1.3.16openalex-snapshot
Trends and Research Issues in Educational Technology

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.1007/978-3-030-47415-7_57openalex-snapshot
MOOCs in Blended English Teaching and Learning for Students of Technical Curricula
inferred← citeshttps://doi.org/10.1007/978-3-030-63212-0_6openalex-snapshot
Upper- and Lower-Secondary Students’ Motivation to Study Computer Science
inferred← citeshttps://doi.org/10.1007/978-3-030-80045-1_13openalex-snapshot
The Role of Professional Integration in Higher Education IT Studies
inferred← citeshttps://doi.org/10.1007/978-3-031-25336-2_14openalex-snapshot
Computing Education Research in Baltic Countries
inferred← citeshttps://doi.org/10.1007/978-981-15-6747-6_4openalex-snapshot
Web-Based Learning in Computer Science: Insights into Progress and Problems of Learners in MOOCs
inferred← citeshttps://doi.org/10.1007/s10639-022-11270-7openalex-snapshot
Interaction strategies in online learning: Insights from text analytics on iMOOC
inferred← citeshttps://doi.org/10.1007/s10639-022-11535-1openalex-snapshot
Learner success and the factors influencing it in computer programming MOOC
inferred← citeshttps://doi.org/10.1016/j.caeo.2023.100158openalex-snapshot
Motivation for learning in campus-integrated MOOCs: Self-determined students, grade hunters and teacher trusters
inferred← citeshttps://doi.org/10.1016/j.chbr.2026.101174openalex-snapshot
An expectancy-value theory approach to adults’ participation in digitally enhanced continuing education: Benefits but not costs affect participation
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104849openalex-snapshot
The effects of online peer-facilitated learning and distributed pair programming on students’ learning
inferred← citeshttps://doi.org/10.1016/j.iheduc.2022.100880openalex-snapshot
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies
inferred← citeshttps://doi.org/10.1080/02601370.2020.1780329openalex-snapshot
Programming MOOCs – different learners and different motivation
inferred← citeshttps://doi.org/10.1080/09588221.2021.1976210openalex-snapshot
EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model
inferred← citeshttps://doi.org/10.1080/10494820.2021.1920430openalex-snapshot
Learner and instructor-related challenges for learners’ engagement in MOOCs: a review of 2014–2020 publications in selected SSCI indexed journals
inferred← citeshttps://doi.org/10.1108/ijem-12-2023-0594openalex-snapshot
Psycho-social drivers influencing the adoption of asynchronous EdTech tools: a gendered perspective
inferred← citeshttps://doi.org/10.1108/itse-01-2020-0017openalex-snapshot
Correlation analysis between expectancy-value and achievement goals in MOOCs on energy sustainability: profiles with higher engagement
inferred← citeshttps://doi.org/10.1109/access.2023.3289598openalex-snapshot
A Systematic Literature Review on Blockchain-Based Systems for Academic Certificate Verification
inferred← citeshttps://doi.org/10.1109/educon60312.2024.10578702openalex-snapshot
A Model of Multiple Approaches to Learners' Success in MOOCs: A Scoping Literature Review
inferred← citeshttps://doi.org/10.1109/swc62898.2024.00206openalex-snapshot
An Online Learning Prediction System for MOOCs Using Deep Learning Approaches
inferred← citeshttps://doi.org/10.1111/jcal.12437openalex-snapshot
Linking learner factors, teaching context, and engagement patterns with MOOC learning outcomes
inferred← citeshttps://doi.org/10.1145/3395245.3395249openalex-snapshot
Construction of the Online Open Courses of Mechanical Drawing in Chinese Colleges Based on Chinese XuetangX MOOC Platform
inferred← citeshttps://doi.org/10.1145/3502718.3524752openalex-snapshot
Who Continues in a Series of Lifelong Learning Courses?
inferred← citeshttps://doi.org/10.1145/3706598.3713443openalex-snapshot
Technologies for Children's AI Learning: Design Features and Future Opportunities
inferred← citeshttps://doi.org/10.1155/2020/8813615openalex-snapshot
A Novel Search Ranking Method for MOOCs Using Unstructured Course Information
inferred← citeshttps://doi.org/10.17081/invinno.9.3.5546openalex-snapshot
Revisión sistemática de literatura: MOOC K-12 y STEAM
inferred← citeshttps://doi.org/10.19173/irrodl.v22i1.4978openalex-snapshot
Are Highly Motivated Learners More Likely to Complete a Computer Programming MOOC?
inferred← citeshttps://doi.org/10.19173/irrodl.v22i2.5208openalex-snapshot
A Systematic Review of Questionnaire-Based Quantitative Research on MOOCs
inferred← citeshttps://doi.org/10.21608/jehs.2021.197298openalex-snapshot
تصورات معلمی العلوم فی المدارس الإبتدائیة عن إمکانیة استخدام المقررات الإلکترونیة مفتوحة الانتشار Massive Open Online Courses فی تنمیة التحصیل الدراسی والدافعیة للتعلم
inferred← citeshttps://doi.org/10.25236/fer.2022.050812openalex-snapshot
To MOOC or not to MOOC: An Empirical Study of Chinese Students’ MOOC Learning
inferred← citeshttps://doi.org/10.28991/esj-2024-sied1-08openalex-snapshot
The Impact of Motivation on MOOC Retention Rates: A Systematic Review
inferred← citeshttps://doi.org/10.30534/ijeter/2021/16922021openalex-snapshot
Online Programming Language Learning Using Massive Open Online Courses in Saudi Universities
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.958945openalex-snapshot
Motivation for MOOC learning persistence: An expectancy–value theory perspective
inferred← citeshttps://doi.org/10.3390/app13095548openalex-snapshot
Personalized Hybrid Recommendation Algorithm for MOOCs Based on Learners’ Dynamic Preferences and Multidimensional Capabilities
inferred← citeshttps://doi.org/10.3390/educsci11090521openalex-snapshot
Learners’ Performance in a MOOC on Programming
inferred← citeshttps://doi.org/10.3390/educsci11120811openalex-snapshot
Measuring the Post-Impact of Programming MOOCs: Development and Validation of an Instrument
inferred← citeshttps://doi.org/10.3390/su11123280openalex-snapshot
Sustaining a Culture of Excellence: Massive Open Online Course (MOOC) on Land Management
inferred← citeshttps://doi.org/10.3390/su132011169openalex-snapshot
Emotionally Engaged Learners Are More Satisfied with Online Courses
inferred← citeshttps://doi.org/10.4018/ijicte.20211001.oa3openalex-snapshot
Exploring the Factors Affecting Learners' Retention in MOOCs
inferred← citeshttps://doi.org/10.4018/ijthi.299358openalex-snapshot
Examining Higher Education Students' Intention of Adopting MOOCs
inferred← citeshttps://doi.org/10.46743/2160-3715/2022.4891openalex-snapshot
EFL Learners’ Attitudes Toward the Usability of LMOOCs: A Qualitative Content Analysis
inferred← citeshttps://doi.org/10.5430/jct.v12n3p233openalex-snapshot
Equilibrium or Studying Attractors to Upgrade Educational Suitability, Teaching Presence, Social Presence and Learning Results in MOOCs
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Educational Opportunities in International Space and Foreign Policy: In Reference to Kenya
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Massive Open Online Courses: Incentives for Enrolment and Main Factors Affecting Successful Completion
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