@techreport{
 title = {motivation, engagement, and retention in a MOOC: A structural equation modeling approach. Global Education Review, 2 (3). 23-33 Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach},
 type = {techreport},
 id = {25d9151a-e5ca-314a-8bdf-598e76d29cf6},
 created = {2020-02-03T14:15:25.895Z},
 accessed = {2020-02-03},
 file_attached = {false},
 profile_id = {bfdabac2-d7f2-3c5b-aa7a-06431c0ae35e},
 group_id = {ed1fa25d-c56b-3067-962d-9d08ff49394c},
 last_modified = {2020-02-03T14:15:26.305Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {false},
 hidden = {false},
 folder_uuids = {af1b8628-85f8-4733-9f52-121159400517},
 private_publication = {false},
 abstract = {Students who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to "tourists" than formal learners. As a consequence, MOOC students' completion rate is usually very low. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Three distinct types of motivation are examined: intrinsic motivation, extrinsic motivation, and social motivation. Two main hypotheses are tested: (a) motivation predicts student course engagement; and (b) student engagement predicts their retention in},
 bibtype = {techreport},
 author = {Xiong, Yao and Li, Hongli and Kornhaber, Mindy L and Suen, Hoi K and Pursel, Barton and Goins, Deborah D}
}

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