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The Knowledge Quest: Navigating the Learner-Intention Continuum from Curiosity to Achievement

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Title: The Knowledge Quest: Navigating the Learner-Intention Continuum from Curiosity to Achievement
Language: English
Authors: Robert L. Moore (ORCID 0000-0002-5645-9297), Chuang Wang (ORCID 0000-0003-3372-2053), Lan Liu (ORCID 0000-0002-9532-6120), Sophia Soomin Lee (ORCID 0009-0003-9163-6767)
Source: Education and Information Technologies. 2025 30(9):12991-13009.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Personality Traits, Intention, MOOCs, Introductory Courses, Statistics Education, Academic Achievement, Grades (Scholastic), Student Characteristics, Information Seeking, Discovery Learning, Goal Orientation, Student Motivation
DOI: 10.1007/s10639-025-13327-9
ISSN: 1360-2357
1573-7608
Abstract: This study introduces a novel Learner-Intention Continuum, spanning from curiosity and exploration to purposeful, goal-directed learning. This continuum fills a critical gap in understanding the diverse motivations of informal and semi-formal learners, specifically those who enroll in massive open online courses (MOOCs). Through latent class analysis (LCA) on 2,757 student responses in an introductory statistics MOOC, we linked learner intentions to course performance, integrating demographic data and final grades. We identified three distinct MOOC learner personas along this continuum--Knowledge Seeker, Undecided Explorer, and Goal-Oriented Learner--each representing different motivations for participating in a MOOC. The Knowledge Seeker typically engages out of curiosity, seeking new knowledge without a specific goal. The Undecided Explorer is uncertain about their intentions, participating for various reasons without clear focus. The Goal-Oriented Learner enrolls with specific objectives, such as career advancement or academic achievement. Mapping these personas along the continuum provides critical insights into how learner intentions influence engagement and outcomes. This continuum is particularly valuable for educators and researchers, highlighting how learners interact with MOOCs. Educators can create personalized strategies that enhance learner success by understanding these personas. The Learner-Intention Continuum will inform MOOC learner research and establishes a foundation for future research on learner intentions in MOOCs.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475111
Database: ERIC
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  Data: The Knowledge Quest: Navigating the Learner-Intention Continuum from Curiosity to Achievement
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  Data: <searchLink fieldCode="AR" term="%22Robert+L%2E+Moore%22">Robert L. Moore</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5645-9297">0000-0002-5645-9297</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chuang+Wang%22">Chuang Wang</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3372-2053">0000-0003-3372-2053</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lan+Liu%22">Lan Liu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9532-6120">0000-0002-9532-6120</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sophia+Soomin+Lee%22">Sophia Soomin Lee</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0003-9163-6767">0009-0003-9163-6767</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(9):12991-13009.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: This study introduces a novel Learner-Intention Continuum, spanning from curiosity and exploration to purposeful, goal-directed learning. This continuum fills a critical gap in understanding the diverse motivations of informal and semi-formal learners, specifically those who enroll in massive open online courses (MOOCs). Through latent class analysis (LCA) on 2,757 student responses in an introductory statistics MOOC, we linked learner intentions to course performance, integrating demographic data and final grades. We identified three distinct MOOC learner personas along this continuum--Knowledge Seeker, Undecided Explorer, and Goal-Oriented Learner--each representing different motivations for participating in a MOOC. The Knowledge Seeker typically engages out of curiosity, seeking new knowledge without a specific goal. The Undecided Explorer is uncertain about their intentions, participating for various reasons without clear focus. The Goal-Oriented Learner enrolls with specific objectives, such as career advancement or academic achievement. Mapping these personas along the continuum provides critical insights into how learner intentions influence engagement and outcomes. This continuum is particularly valuable for educators and researchers, highlighting how learners interact with MOOCs. Educators can create personalized strategies that enhance learner success by understanding these personas. The Learner-Intention Continuum will inform MOOC learner research and establishes a foundation for future research on learner intentions in MOOCs.
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      – SubjectFull: Intention
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      – SubjectFull: MOOCs
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      – SubjectFull: Student Motivation
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      – TitleFull: The Knowledge Quest: Navigating the Learner-Intention Continuum from Curiosity to Achievement
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