Can MOOCs be interesting to students? An experimental investigation from regulatory focus perspective

This study examines how we can better encourage students to learn from a Massive Open Online Course (MOOC), which is one of the most significant supplementary ways of learning (in-class learning being primary). Drawing on the regulatory focus theory, I propose that, to students with a different regulatory-focus (promotion-focus or prevention-focus), different types of advocates (promotion-oriented or prevention-oriented advocates) yield...