Attitudinal learning and its relation to gender, age, ethnicity, enrolment purpose, and most impactful learning activity in a science of happiness MOOC

摘要

This mixed-method study examined learners' perceptions of attitudinal learning gains in a MOOC and the impact of their demographics, enrolment purpose, and perception of the most impactful learning activity on those gains. Interview data provided greater insights into survey results, with learners sharing their thoughts on instructional design choices and learning challenges and how those impacted attitudinal learning in the MOOC. Furthermore, a series of hierarchical multiple regression analyses revealed that age and ethnicity were the best predictors for affective learning gains; gender and perception of impactful activity for behavioural learning gains; and ethnicity, enrolment purpose, and perception of impactful activity for cognitive learning gains. Implications for the design and facilitation of instructional activities in MOOCs designed to enhance attitudinal learning are discussed.