Personality dominance on students’ grades and permanence in a massive open online course (MOOC)
Two outstanding issues in Massive and Open Online Courses (MOOCs) are the difficulty in keeping students in the courses and the insufficient performance of some participants, which can be related to subjective factors. In this direction, we investigated whether the personality and the achievement em...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/28633 |
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| Resumo: | Two outstanding issues in Massive and Open Online Courses (MOOCs) are the difficulty in keeping students in the courses and the insufficient performance of some participants, which can be related to subjective factors. In this direction, we investigated whether the personality and the achievement emotions experienced in a medical MOOC are related to students' permanence and grades. Questionnaires, cluster and regression analyzes composed the methodological specifications. The results of the achievement emotions questionnaires had low reliability, not being possible to conclude about them, and the personality traits questionnaire did not indicate a relationship with grades or permanence. The findings follow the variability of results in the literature, which are not unanimous in affirming correlations between these variables. These findings indicate that there are other more relevant variables associated with permanence and performance, requiring more adequate instruments to assess emotions of accomplishment in MOOCs. |
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