MOOCs are large-scale (Massive), Open to all, Online Courses. As universities invested substantially in MOOCs, (re)use in campus education manifested.In MOOC integration, it is currently unclear... Show moreMOOCs are large-scale (Massive), Open to all, Online Courses. As universities invested substantially in MOOCs, (re)use in campus education manifested.In MOOC integration, it is currently unclear how to design for high-quality teaching and learning. We questioned: 'What do medical MOOCs offer for integration into campus education?' (H2 and H3); ‘What does creating and integrating a MOOC entail?’ (H4 and H5); and 'How can learning in integrated MOOCs be supported?' (H6, H7 and H8). For high-quality teaching we conclude: (1) Medical MOOCs offer numerous opportunities for integration, including high-quality, innovative options; (2) Medical MOOCs do not share one profile for teaching modes or quality principles, and each MOOC should be examined; and (3) the practice of MOOC integration is not a simple process and requires time, several steps and specific knowledge. For high-quality learning we conclude: (1) Monitoring motivation and self-regulated learning is essential for support, and personalized motivation support can be linked to integration designs; (2) Trust in the teacher is important for students, and can be the key to promote motivation; and (3) Learning goal acceptance can bridge the gap between the desire to allow students to set personal goals and the practical preference to assign learning goals. Show less
In using a fundamentally different approach to theory formation, a new Model of Motivation is presented and tested through empirical research in various studies. Motivation is assumed to evolve... Show moreIn using a fundamentally different approach to theory formation, a new Model of Motivation is presented and tested through empirical research in various studies. Motivation is assumed to evolve around an objective and to proceed in twenty-four consecutive ‘stages’ that can be organized according to eight distinct groups or 'phases'. In covering current literature, the Model appears to provide a comprehensive conceptual framework for classification of current theories on human motivation. In empirical research, a first confirmation is found for constructs, based on the Model, that appear to capture the process of motivation. In making a distinction between the process of motivation and a so-called ‘process of interference’ aimed at addressing motivation, further confirmation is obtained for critical determinants of interference, including conditions, competencies and instruments, that appear to play an essential role in management of motivation. In an overview of implications, so-called ‘mechanisms of coping’ and ‘mechanisms of collective coping’ are introduced and observed on their potential impact on society Show less
