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3/14/2019A Mixed Methods Look at Motivation and Career Development of MOOC Instructors
During the past decade, MOOCs have provided individuals with unprecedented learning opportunities. In order for MOOCs to find success in different educational sectors, a better understanding of the motivational and career development elements related to MOOC instructors is essential. This study examined the motivation and career development of MOOC instructors using a mixed-methods approach. A total of 142 participants completed the online survey and six MOOC instructors participated in in-depth interviews. From the research findings, motivation of MOOC instructors was categorized into five key components: (1) interest in new technology, (2) service to the public and community, (3) interest in the subject matter, (4) institutional interest, and (5) personal interest. Meanwhile, the primary frustrations that MOOC instructors encountered included a lack of interaction and asynchronous communication with students and time for creating MOOCs. At the same time, many MOOC instructors perceived that MOOC teaching positively influenced their professional development. The research findings also demonstrated that most MOOC instructors learned how to teach MOOCs informally and personally without professional development opportunities. Nevertheless, they made efforts to help other MOOC instructors. Finally, this study pointed to the strong need for professional development of MOOC instructors in developing MOOCs and its effective implementation.

PowerPoint slides:

  Presenter(s): Min Young Doo, Korea University; Curt Bonk, Indiana University; Meina Zhu, Indiana University; Ying Tang, University of Hong Kong
Bio(s): Min Young Doo is a senior researcher/research professor of Institute of Educational Research at Korea University, Seoul Korea. Her research interests include Human Resource Development including individual development, career development and organizational development, online education, and instructional design. She completed her Ph.D. in Instructional Systems Technology at Indiana University Bloomington. After her Ph.D. she taught at James Madison University in Virginia and worked for Samsung Fire and Marine Insurance and Samsung HRD Center in Korea for almost 10 years. She can be contacted at

Curt Bonk is Professor at Indiana University teaching psychology and technology courses. He is a passionate and energetic speaker, writer, educational psychologist, instructional technologist, and entrepreneur as well as a former certified public accountant and corporate controller. He has published more than 300 manuscripts (including dozens of open access articles at and spoken in dozens of countries around the world; importantly, all of his talks are downloadable from the archived talks section of In addition to numerous national and statewide innovative distance teaching and research awards, in 2014, he received the Mildred B. and Charles A. Wedemeyer Award for Outstanding Practitioner in Distance Education. In 2016, he received the AACE Fellowship Award from the Association for the Advancement of Computing in Education for his leadership and service to the field. Exactly one year later (November 2017), he was fortunate to be awarded the Online Learning Journal Outstanding Research Achievement Award in Online Education from Online Learning Consortium in Orlando, Florida. From 2012 to 2018, Bonk has been annually named by Education Next and listed in Education Week among the top 100 contributors to the public debate about education from more than 20,000 university-based academics. He has authored several widely used learning technology books, including The World Is Open, Empowering Online Learning, The Handbook of Blended Learning, Electronic Collaborators, Adding Some TEC-VARIETY which is free as an eBook (, and, most recently, MOOCs and Open Education Around the World ( He can be contacted at or and his homepage is at

Meina Zhu is a fourth-year PhD candidate in Instructional Systems Technology program with a minor in Human-computer Interaction Design at Indiana University. She is also a graduate research assistant in the Learning Technologies at University Information Technology Services (UITS) at Indiana University. Her research interests include online education, MOOCs, self-directed learning, STEM education, and active learning. Her dissertation focuses on instructional design for students' self-directed learning. She can be contacted at

Ying Tang is a fourth-year PhD candidate of Information and Technology Studies in the Faculty of Education at the University of Hong Kong. Her research interests include the educational use of social media services, MOOCs, blended learning, and user behaviors in computer-mediated communication. Her dissertation explores the impacts of using mobile quasi-synchronous communication on student engagement. She can be contacted at:
Keywords: MOOC | Motivation | Career Development

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