Q. You say that MOOCs represent a blurring of the lines between formal and informal education. How do you view the possible relationship between self-determination theory and the massive drop-out rates we see in MOOCs? How would you anticipate this aspect of MOOCs to guide instructional designers who are working to incorporate motivational aspects of informal learning into formal learning situations?
As has been pointed out, one major concern with MOOCs is high drop-out rates. A greater understanding of self-determination theory and how to maximize intrinsic motivation could certainly be applied with MOOCs. However, there is evidence that people don’t enroll in MOOCs for the same reasons they would as part of a traditional course. According to a recent study based on Duke’s first MOOC on bioelectricity, when asked about motivation for enrolling, 87% expressed general interest in the course, 53% wanted to extend their general knowledge about the subject, 44% were interested in professional development. 26% reported that they were taking the course as a supplement another college/university class. In other words, they may not have the same objectives of completing the course as you would find in traditional university courses. The role of MOOCs is still very much being debated and researched in higher education.
Dr. Dan Hickey, program director of IU’s learning sciences, is currently offering a MOOC on educational assessment. Actually he calls is a BOOC or Big Open Online Course, because his course is limited to about 400 students and some of them paying a fee and are enrolling for actual course credit, while others or enrolling just to participate and learn from the course. His course is a bit different then some of the other more massive courses. And that flexibility is what is intriguing. His course may be available for credit, while many others may be simply used as an extra resource, in the same way that a good textbook or instructional video would be. Just last month, Campus Technology (http://campustechnology.com/articles/2013/08/21/blended-moocs-the-best-of-both-worlds.aspx), ran an article about having blended MOOCs and using MOOCs to supplement regular classes.
So getting back to your initial question about drop out rates of MOOCs, viewing the relationship between SDT and focusing on meeting the intrinsic motivational needs of the learners could well have an effect on maintaining higher levels of engagement clear to the end of the course. Trying to figure out the best way to use MOOCs and the pitfalls of how to not use MOOCs clearly requires further investigation.