Affective profiles in a massive open online course and their relationship with engagement

• Author(s) / Creator(s)

  • Virginia M. C. Tze
  • Lia M. Daniels
  • Erin Buhr
  • Lily Le

• The importance of affects in learning has been firmly established in face-to-face learning environments, and now researchers are examining the roles of affects in online learning environments, including massive open online courses (MOOCs). The purpose of this research was to identify profiles of common achievement affects (i.e., relief, anxiety, boredom, and guilt) over the duration of one MOOC and examine the differences in academic engagement. Results from the latent profile analysis revealed unique affective profiles, and these profiles differed significantly in cognitive, behavioral, and social engagement in the MOOC. Our findings therefore highlight the importance of understanding affective profiles in MOOCs and address potential difficulties to engage these learners with a vast diversity in backgrounds.

• Date created

  2017-01-01

• Subjects / Keywords

  • longitudinal
  • engagement
  • massive open online courses
  • achievement affects
  • profiles

• Type of Item

  Article (Published)

• DOI

  https://doi.org/10.7939/r3-1xpw-t140

• License

  Attribution-NonCommercial 4.0 International