Why Did They Come Back： Analyzing Motivations for Repeated Enrollment in MOOCs
Using MOOCs for teacher professional development is one of the new trends in the MOOC movement. Because they are free， online， and openly accessible， MOOCs provide a unique opportunity that is different from traditional teacher training. This study has carried out in a MOOC titled ＂Flipped Classroom Pedagogy＂. To investigate the demand for continuous professional development of teacher-learners in this MOOC，we study a unique group of teacher-learners-repeated enrollees and define a repeated enrollee as a MOOC-learner who has registered twice or more in a same MOOC. By analyzing repeated enrolleesy responses to questionnaires， academic performance， learning behavioral data collected from the MOOC platform， and four semi-structured interviews，we distinguishes four types of repeated enrollees and uncovered potential motivations for their repeated enrollment. These findings contribute new insights into the diversity of learning motivations of China's MOOCs learners ， and provide practical guidance for MOOCs designers to better support repeated enrollees. The study also reveals MOOCsyunique potential in enriching and reshaping professional development pathways of in-service teachers.
|關鍵詞||MOOCs、重复注册者、教师专业发展、学习动机、学习行为模式、MOOCs、repeated enrollees、teacher professional development、learning behavior pattern、learning motivations、CSSCI|