Early accusations against MOOCs revolved around the pretty poor completion rates.  It prompted understandable interventions from the developers, with various approaches deployed to try and improve the stickability of the courses.  As new research from the University of Seville reminds us, however, it’s hard to overcome a general lack of motivation from the student.

The researchers believe that an early understanding of the learning intention of each student is vital if their educational performance is to improve.  The study, which was part of the Moocknowledge project, captured data from 84 different MOOCs, featuring over 23,000 students.

The researchers also surveyed 1,768 students from 6 different MOOCs, with students classified according to their motivational profile and learning intentions at the beginning of their course.

The researchers were keen to understand the psychological factors that influence not only enrollment, but the eventual learning of the students on the course.  The data revealed that this initial intention was strongly linked to the likelihood of that individual staying the course or ultimately dropping out.

“A good initial diagnosis of the learning intention and motivational profile of each student can therefore help to design personalised learning plans, as well as improve the degree to which students benefit from the course,” the researchers say.

The authors believe that their findings provide clear direction for MOOC organizers to explore in order to boost completion rates on their courses.  Successfully gauging the initial motivation of students upon enrollment is likely to result in both higher completion and satisfaction rates.

The data from the Moocknowledge project is currently being used in a range of studies to explore various aspecs of MOOCs, including their impact on learning and employability.