Motivation for learning in campus-integrated MOOCs: Self-determined students, grade hunters and teacher trusters

•Understanding motivation to learn in integrated MOOCs is essential for designing successful contexts.•Autonomous motivation, trust in the teacher and their image motivates students learning in integrated MOOCs.•Students are highly self-determined, self-determined, grade hunters or CV builders, or moderate, high or extreme trusters.•Motivation factors in integrated MOOC learning resemble factors in informal MOOC learning, but motivation profiles do not.•Motivation depends on the MOOC integration design, and likely supported by psychological need satisfaction and frustration. Massive Open Online Course (MOOC) integration into campus education is rising, in many different forms. When integrating MOOCs, motivation to learn demands consideration as it is related to academic achievement and well-being. Student motivation in formal integrated MOOC learning is understudied. This study aimed to characterize the shape of motivation to learn in integrated MOOC learning. Motivation profiles of undergraduate students that learn in three different MOOC integration designs were explored, as was the distribution of profiles among integration designs. Finally, factors that underpin motivation were compared between integration designs. Six motivation profiles were recovered through a two-step cluster analysis: Self-determined students, highly self-determined students, grade hunters, and teacher trusters who are moderately, highly, or extremely trusting. Proportions of motivation profiles differed significantly between MOOC integration designs, and psychological needs were satisfied and frustrated significantly different between designs. Implications for future MOOC integration research and practice are discussed.