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Building a Sustainable World through Open Education
Wednesday, October 18 • 3:30pm - 4:00pm
CANCELLED: Motivation Analysis in Self-Regulated Learning through MOOCs - Examples in Taipei Medical University

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Since 2012, Massive Open Online Courses (MOOCs) have become increasingly popular in the global higher education community, and after several years of implementation, there are accumulated a large amount of high-quality professional MOOCs. In response to technological developments and the need for lifelong learning, Taipei Medical University implemented a digital self-regulated learning initiative in 2018 and began collaborating with international digital learning platforms such as Coursera, FutureLearn, and edX for providing learning resources. Over the years, the student completion rate of MOOCs has increased significantly. Through the proper course recognition processes, MOOCs have become one of the selections for HE students in their learning journey. This study uses student learning statistics and their demographics data. By using the ARCS model, we've tried to classify student motivation of self-regulated learning.

To date, the university has offered 366 digital self-regulated learning courses. The number of students taking these courses has ilearningd from 311 in the 2018 to 1,701 in the 2021, accounting for 47.87% of TMU students having this learning experience. The percentage of students who have completed these courses has also increased from 16.72% to 58.3%. The ratio of students who have selected and completed these courses has significantly increased.

We found that the proportion of freshmen taking these courses has increased from 8% in 2018 to 59% in 2021.

In terms of relevance, we found that the university has gradually increased the recognition of interdisciplinary courses (60 in 2018) and professional courses (118 in 2021). The correlation between courses and students' own learning has increased year by year.

In terms of confidence, we found that students with higher average learning scores and better English proficiency were more likely to complete the courses successfully. Peer cooperation is one of the strategies that can be introduced in the future.

In terms of satisfaction, the completion rate of students has increased from 25% in 2018 to 70% in 2021. The average completed credits have increased from 2.7 credits in 2018 to 3.7 credits in 2021.

The research results support the implementation of digital self-regulated learning initiative for motivating students at TMU. Observing these indicators helps to understand the effectiveness of this policy.

Keywords: Digital self-regulated learning, ARCS Model, Learning motivation model

Session outcomes and takeaways: The number of students taking digital self-regulated learning courses at Taipei Medical University has increased from 311 to 1,701 (from 2018 to 2021), accounting for 47.87% of the total number of students in the school; the cumulative number of students who have completed digital self-regulated learning courses also increased from 16.72% to 58.3 %, the proportion of undergraduate students taking courses and completing courses has increased significantly. Our school is the first university in the country to promote digital self-regulated learning. Over the past few years, the number of students taking digital self-regulated learning, course credits, and course completion rates have seen significant growth.

Presenation Video

avatar for Hsu-Tien Wan

Hsu-Tien Wan

Deputy CIO, Taipei Medical University
Hsu-Tien Wan, easily remembered as Marian Wan, is the Deputy CIO at Taipei Medical University (TMU, www.tmu.edu.tw), Taiwan. During the past 20 years, as a key member in the IT Office, she has promoted e-learning and managed various ICT platforms. In 2006, Marian began to introduce... Read More →

Tzu-Chi Liao

Taipei Medical University

Wednesday October 18, 2023 3:30pm - 4:00pm MDT
Poplar (S13/14) Edmonton Convention Centre
  Open Practices & Communities

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