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<p>This study introduces a novel Learner-Intention Continuum, spanning from curiosity and exploration to purposeful, goal-directed learning. This continuum fills a critical gap in understanding the diverse motivations of informal and semi-formal learners, specifically those who enroll in massive open online courses (MOOCs). Through latent class analysis (LCA) on 2,757 student responses in an introductory statistics MOOC, we linked learner intentions to course performance, integrating demographic data and final grades. We identified three distinct MOOC learner personas along this continuum—Knowledge Seeker, Undecided Explorer, and Goal-Oriented Learner—each representing different motivations for participating in a MOOC. The Knowledge Seeker typically engages out of curiosity, seeking new knowledge without a specific goal. The Undecided Explorer is uncertain about their intentions, participating for various reasons without clear focus. The Goal-Oriented Learner enrolls with specific objectives, such as career advancement or academic achievement. Mapping these personas along the continuum provides critical insights into how learner intentions influence engagement and outcomes. This continuum is particularly valuable for educators and researchers, highlighting how learners interact with MOOCs. Educators can create personalized strategies that enhance learner success by understanding these personas. The Learner-Intention Continuum will inform MOOC learner research and establishes a foundation for future research on learner intentions in MOOCs.</p>

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The knowledge quest: navigating the Learner-Intention Continuum from curiosity to achievement

  • 期刊论文

  • 发表日期：

    2025年1月17日

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  • Robert L. Moore,
  • Chuang Wang,
  • Lan Liu,
  • Sophia Soomin Lee

摘要

This study introduces a novel Learner-Intention Continuum, spanning from curiosity and exploration to purposeful, goal-directed learning. This continuum fills a critical gap in understanding the diverse motivations of informal and semi-formal learners, specifically those who enroll in massive open online courses (MOOCs). Through latent class analysis (LCA) on 2,757 student responses in an introductory statistics MOOC, we linked learner intentions to course performance, integrating demographic data and final grades. We identified three distinct MOOC learner personas along this continuum—Knowledge Seeker, Undecided Explorer, and Goal-Oriented Learner—each representing different motivations for participating in a MOOC. The Knowledge Seeker typically engages out of curiosity, seeking new knowledge without a specific goal. The Undecided Explorer is uncertain about their intentions, participating for various reasons without clear focus. The Goal-Oriented Learner enrolls with specific objectives, such as career advancement or academic achievement. Mapping these personas along the continuum provides critical insights into how learner intentions influence engagement and outcomes. This continuum is particularly valuable for educators and researchers, highlighting how learners interact with MOOCs. Educators can create personalized strategies that enhance learner success by understanding these personas. The Learner-Intention Continuum will inform MOOC learner research and establishes a foundation for future research on learner intentions in MOOCs.