Akademik Veri Yönetim Sistemi
Education and Information Technologies, cilt.29, sa.2, ss.1733-1760, 2024 (SSCI)
MOOC learners come from different backgrounds, and they have various motivations and intentions for taking online courses. This study examines learner intentions with subsequent behaviors and the reasons for the intention-behavior gap in MOOCs. A total of four MOOCs from Bilgeİş MOOC Portal was used in this study. This quantitative study with a qualitative follow up includes 9797 participants in total. Learners’ behaviors on the courses were compared with their intentions they stated before starting online courses. Four intention-behavior patterns, which are inclined actors, inclined abstainers, disinclined actors, and disinclined abstainers, were used. MOOC learners mostly wanted to complete the MOOCs and obtain certificates, yet they failed to do so, and their intentions changed. The results showed that intention-behavior gap occurs in the MOOCs as the learner intentions did not result in the intended behaviors. In brief, inclined abstainers were mainly responsible for the intention-behavior gap for failing to act upon their positive intentions, and the main reason behind intention-behavior gap was mostly related to the individual learner, including learner related time issues, learner related general issues, and learner related technical issues. More specifically, learners achieved below their intentions in the courses due to lack of time. This study also confirmed that the intention-behavior gap in MOOCs primarily occurs due to non-MOOC related reasons. That is, learners mainly failed to spare enough time for the MOOCs. Results were discussed and future research directions were provided.