Sammelband
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: M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou & J. Schneider (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.URL: https://rd.springer.com/chapter/10.1007/978-3-030-29736-7_55;
ISBN: 978-3-030-29735-0DOI: https://doi.org/10.1007/978-3-030-29736-7_55
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.
Sprache: English
Art der Begutachtung: Peer Review(Double-blind peer review)
Print: Ja
Online: Ja, ohne Open Access
Datenmedium: Keine Angabe
Forschungs- & Publikationsdatenbank
