Engaging learners in online learning without external incentives: Evidence from a field experiment

Online learning platforms increase opportunities for learners to participate in learning out of interest, without any external incentives such as fulfilling requirements for degree programmes or certificates. However, such forms of online learning often suffer from low sustained learning engagement. Building on theories related to normative influences, this study extends the literature by focusing on the effect of peer information on learning engagement and outcomes in an online learning setting without external incentives. A field experiment was conducted through a leading massive open online course platform in China, and information interventions were manipulated in social media groups associated with the course. Surprisingly, the results revealed that the presence of peers' active learning behaviour information did not always lead to enhanced learning engagement. Specifically, it had a positive influence only when question intervention was applied, that is, when the learners were also presented with questions related to the course content prior to learning. Moreover, question intervention alone was effective in enhancing learning engagement. Our results also showed that the learners with question interventions were more likely to pay attention to their peers' behaviour and align their learning pace with that of their peers. Implications for theory and practice are discussed.