Motivation as a Lens to Understand Online Learners

TLDR

Open online learning environments attract an audience with diverse motivations who interact with structured courses in several ways. The study aims to systematically describe learners' motivations using the OLEI scale and to propose design directions that meet identified needs. We developed a 13‑item OLEI questionnaire from open‑ended responses and used it to identify learner needs, informing recommendations such as virtual social spaces, local group support, and modular course organization. Motivations varied across courses but each predicted key behavioral outcomes, revealing needs such as social connection and language learning, and showing that motivations provide a lens for understanding learners and guiding course design.

Abstract

Open online learning environments attract an audience with diverse motivations who interact with structured courses in several ways. To systematically describe the motivations of these learners, we developed the Online Learning Enrollment Intentions (OLEI) scale, a 13-item questionnaire derived from open-ended responses to capture learners' authentic perspectives. Although motivations varied across courses, we found that each motivation predicted key behavioral outcomes for learners (N = 71, 475 across 14 courses). From learners' motivational and behavioral patterns, we infer a variety of needs that they seek to gratify by engaging with the courses, such as meeting new people and learning English. To meet these needs, we propose multiple design directions, including virtual social spaces outside any particular course, improved support for local groups of learners, and modularization to promote accessibility and organization of course content. Motivations thus provide a lens for understanding online learners and designing online courses to better support their needs.