The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs

被引：2

作者：

Rabin, Eyal ^{[1
,2
]}

Henderikx, Maartje ^{[3
]}

Kalman, Yoram M. ^{[4
]}

Kalz, Marco ^{[2
,5
]}

机构：

[1] Open Univ Israel, Educ & Psychol, 1 Univ Rd, Raanana, Israel

[2] Open Univ Netherlands, Fac Management Sci & Technol, UNESCO Chair Open Educ, Valkenburgerweg 177, IL-6419 AT Heerlen, Israel

[3] Open Univ Netherlands, Welten Inst, Valkenburgerweg 177, IL-6419 AT Heerlen, Israel

[4] Open Univ Israel, Dept Management & Econ, 1 Univ Rd, Raanana, Israel

[5] Heidelberg Univ Educ, Inst Arts Mus & Media, Neuenheimer Feld 561, D-69120 Heidelberg, Germany

来源：

TRANSFORMING LEARNING WITH MEANINGFUL TECHNOLOGIES, EC-TEL 2019 | 2019年 / 11722卷

关键词：

MOOCs; Self-efficacy; Self-regulated learning; Motivation; Barriers; STUDENT SATISFACTION; ONLINE;

D O I：

10.1007/978-3-030-29736-7_55

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

This study focuses on identifying the barriers to satisfaction of MOOC participants, and the predictors of these barriers. Five hundred and forty-two English as a Second Language MOOC participants responded to pre- and post-questionnaires. Using exploratory factor analysis three kinds of barriers were identified, namely: 'Lack of interestingness/relevance', 'Lack of time/bad planning' and 'Lack of knowledge/technical problem'. The effects of the participant's age, gender and level of self-efficacy, motivation, self-regulation learning skills and the intention to complete the course were analyzed as predictors of those barriers. Theoretical and practical implications regarding online learner satisfaction are discussed.

引用

页码：631 / 635

页数：5

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