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|Title:||Implementation intention and how it affects goal achievement in MOOCs|
|Citation:||Kreijns, K., Kalz., M., Castano-Munoz, J., & Punie, Y. (2017). Implementation intention and how it affects goal achievement in MOOCs. In C. Kloos, S. White, & D. Seaton (Eds.), Proceedings of the 2017 European MOOC Stakeholder Summit (eMOOCs 2017) (pp. 233-242). Cham: Springer.|
|Abstract:||Implementation intentions are a way for MOOC learners to help act- ing out their goal intentions. Implementation intentions are concerned with planning where, when, and how learning will take place as well as planning how much time will be allocated to the learning and determining how potential problems will be resolved (referred to as shielding behavior). The current study investigates the relationship between the degree to which implementation inten- tions are formed and the degree to which goals are achieved (less than intended, all as intended, more than intended) thereby taking the time spent on learning and the number of barriers encountered into account. The results, based on the current data collection of a single MOOC, revealed that the degree of imple- mentation intentions was completely determined by time planning. Implementa- tion intentions did not affect the degree of achieved goals relative to intended goal achievement nor did the number of barriers encountered. Implementation intentions also did not influence the impact of the number of barriers on the de- gree of achieved goals relative to intended goal achievement (the finding was not significant). Finally, MOOC learners who planned time spent less time on learning than those who did not, which suggests these planning learners were more effective with their learning time. For those time-planning leaners, time spent had a significant positive effect on the degree of achieved goals relative to intended goal achievement.|
|Appears in Collections:||1. TELI Publications, books and conference papers|
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