Publikation Nr. 2507 - Details
SammelbandOnlinePeer ReviewPrintEnglish
The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs
Rabin, E., Henderikx, M., Kalman, Y. M. & Kalz, M. (2019). The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A. & Schneider, J. (Hrsg.), Transforming Learning with Meaningful Technologies. Proceedings of the European Conference on Technology-Enhanced Learning (EC-TEL) 2019 (S. 631-635) (Band 11722, 1. Auflage). Cham: Springer.
- Linkrd.springer.com/chapter/...
- DOIhttps://doi.org/10.1007/978-3-030-29736-7_55
- ISBN978-3-030-29735-0
- StichworteMOOCs, Self-efficacy, Self-regulated learning, Motivation, Barriers
Abstract
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.
