Motivations of Teaching in Massive Open Online Course: Review of the Literature

  • Muhammad Aliif AhmadEmail author
  • Ab Razak Che Hussin
  • Ahmad Fadhil Yusof
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1073)


The emergence of Massive Open Online Course (MOOC) had changed the landscape of Higher Education in the world. To date, studies in MOOC have focused largely on student perspectives. However, instructor in MOOC plays a critical role in facilitating the courses and should also had a proper attention. One of the key aspects regarding instructors is their experiences in teaching MOOC, especially their motivations. This is because motivations can positively influence them in teaching MOOC and it is important to recognize it in order to encourage and leverage the instructor’s motivation. This study aims to shed lights on this issue by investigating the literature on the motivations that affects instructor in teaching MOOC. Systematic Literature Review (SLR) is conducted on the recent literature from 2015 to 2018. 39 instructor’s perspectives studies in MOOC had been discovered where 10 studies were selected as primary studies. The results provide the current characteristics of studies and motivations of instructor in teaching MOOC. There were 5 intrinsic and 17 extrinsic motivations that had been identified. Based from the results, we categorize them to 3 main themes of motivations; enjoyment in helping students, professional development and reputation enhancement.


Disruptive innovation SLR MOOC Instructor perspectives Motivations 



This authors would like to extend gratitude towards MyBrain15 scholarship from the Ministry of Higher Education (MOHE) and Universiti Teknologi Malaysia (UTM).


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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  • Muhammad Aliif Ahmad
    • 1
    Email author
  • Ab Razak Che Hussin
    • 1
  • Ahmad Fadhil Yusof
    • 1
  1. 1.Universiti Teknologi MalaysiaJohor BahruMalaysia

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