Assessment of ATFB (attractive teacher features) instructional design on MOOC learner motivation and completion rates

Abstract

The purpose of this study is to examine the MOOC learner motivation and completion rate by looking at it from the perspective of adult higher education ATFB (Attractive Faculty Features) instructional design. This study had three main aims. First, the effect of ATFB (Attractive Teacher Features) instructional design on MOOC learner motivation. Secondly, the conceptual framework of ARCS motivation theory: Attention, Relevance, Confidence, and Satisfaction were examined to assess the behavior of MOOC learners. Finally, we understand the assessment of the course completion rate of adult higher education MOOC learners at Baise University based on the "Qing Shu Xue Tang" online learning platform. At the same time, this study will serve as a basis for future research into the use of instructional design methods to motivate students in an open learning environment. Findings suggest that attractive teacher characteristics joined with teacher charisma, teacher personality, teacher behavior, and teacher competence in instructional design have an impact on motivating MOOC learners. Attractive teacher characteristics added to teacher charisma, teacher personality, teacher behavior, and teacher competence in instructional design have an impact on MOOC learner

completion rates. Motivating students plays a mediating role in teacher traits on completion rates.