Uncovering motivation and self-regulated learning skills in integrated medical MOOC learning: a mixed methods research protocol

Abstract

Introduction: Massive Open Online Courses (MOOCs) are informal learning environments. Since a few years, MOOCs are being reused and integrated in formal medical education. However, what constitutes optimal integration is still unclear. In this mixed methods study protocol we describe how we will investigate three MOOC integration designs using the same MOOC. THIS STUDY HOLDS MULTIPLE OBJECTIVES: (1) Describe motivation profiles in medical students that learn in integrated MOOCs, and discern if motivation profiles are associated with specific MOOC integration designs; (2) investigate how psychological needs of medical students are satisfied or frustrated in different MOOC integration designs; (3) investigate the relationship between autonomous motivation to learn in an integrated MOOC and use of self-regulated learning skills in that MOOC; (4) uncover processes that are involved in goal acceptance or rejection of medical students in integrated medical MOOC designs with assigned learning goals; and (5) identify obstacles medical students encounter when learning with assigned learning goals in integrated medical MOOCs.

Methods and analysis: Objectives 1 and 2 will be pursued with a cross-sectional study design, objective 3 with an observational cohort study design and objectives 4 and 5 with a qualitative interview study design. All medical students in one of three MOOC integration designs at Leiden University Medical Center (LUMC) will be invited to participate. Primary endpoints for objectives 1 and 2 are motivation profiles, and variety in need satisfaction and frustration. For objective 3 the primary endpoints are autonomous motivation and self-regulated online learning. For objectives 4 and 5 primary endpoints are process themes regarding goal acceptance or rejection, and perceived obstacles when working with assigned online learning goals.

Ethics and dissemination: This study has been approved by the Educational Research Review Board of the LUMC. Planned dissemination of findings include three presentations at (inter)national conferences and three research articles.

Keywords: education & training (see medical education & training); medical education & training; world wide web technology.

Figure 1

MOOC characteristics. Approx., approximately; MOOC, Massive Open Online Course.

Figure 2

MOOC integration designs, design choices, course planning and data collection planning during the study. In design A students can decide when to complete the MOOC before the face-to-face component in July. In design B students enter the MOOC in October as part of an 8-week course. Design C is continuously available. F2F, face-to-face activities; Hons, Honours programme; LOTS, LeidenOxford Transplantation Summer School; MOD, Mechanisms of Disease; MOOC, Integrated parts of the Massive Open Online Course; T1, time point 1; T2, time point 2.

Figure 3

Study procedures. F2F, face-to-face activities; MOOC, Massive Open Online Course.