Beyond Motivation: The Critical Role of Learner Interaction in MOOCs

This study examines the structural relationship between motivation, learner interaction, and outcomes (course quality, sustained learning interest, goal achievement) in a Massive Open Online Course (MOOC). Utilizing a self-paced MOOC titled “Learning How to Learn,” this study explores how intrinsic motivation is associated with learner interaction types (student–content, student–student, student–teacher) and how these interactions, in turn, are associated with learning outcomes. We measured learner motivation, interaction types (student–content, student–student, and student–teacher), and learning outcomes (course quality, sustained learning interest, and goal achievement) using an online survey tool, Qualtrics. The study finds that intrinsic motivation positively predicts associated interactions but does not directly link to learning outcomes. Instead, the quality of these interactions, particularly student–content interaction, mediates the relationship between motivation and outcomes. Surprisingly, student–student interaction shows a negative correlation with course quality. The findings suggest that in MOOCs, simply being motivated is not enough; active engagement with the content and learning community is essential. This research contributes to the understanding of MOOC dynamics, highlighting the need for MOOCs to foster intrinsic motivation and facilitate effective interactions to enhance the overall learning experience.