Abstract
The goal of this research was to understand the predictors of two important learner-centered outcome measures of success in massive open online courses
(MOOCs): learner satisfaction and learner intention-fulfillment. In contrast with previous studies which focused on the fulfillment of the course developers' intentions and placed retention and completion rates as the ultimate outcome measures, these two outcomes are more appropriate for measuring
success in the non-formal life-long learning context. Combining data from selfreport surveys and actual behaviour, a total number of 125 MOOC participants
answered a pre- and a post-questionnaire and their behavioral measurements
were harvested from the log-files of the course. Using structural equation modeling enables to see the effect of the independent variables included in the study - demographic and educational background, outcome beliefs, online selfregulation learning, learners behaviour and perceived course usability. The results suggest that participant gender, his/her number of weekly quizzes taken and the length of participation in the course affect the perception of individual intention-fulfilment, while the number of lectures that the participants took affect the level of course satisfaction. Positive outcome beliefs, the ability to regulate the learning by setting goals and the perceived usability of the course affected the level of intention-fulfilment and course satisfaction.
(MOOCs): learner satisfaction and learner intention-fulfillment. In contrast with previous studies which focused on the fulfillment of the course developers' intentions and placed retention and completion rates as the ultimate outcome measures, these two outcomes are more appropriate for measuring
success in the non-formal life-long learning context. Combining data from selfreport surveys and actual behaviour, a total number of 125 MOOC participants
answered a pre- and a post-questionnaire and their behavioral measurements
were harvested from the log-files of the course. Using structural equation modeling enables to see the effect of the independent variables included in the study - demographic and educational background, outcome beliefs, online selfregulation learning, learners behaviour and perceived course usability. The results suggest that participant gender, his/her number of weekly quizzes taken and the length of participation in the course affect the perception of individual intention-fulfilment, while the number of lectures that the participants took affect the level of course satisfaction. Positive outcome beliefs, the ability to regulate the learning by setting goals and the perceived usability of the course affected the level of intention-fulfilment and course satisfaction.
| Translated title of the contribution | Predicting Learner-centered MOOC Outcomes: Satisfaction and Intention-fulfillment |
|---|---|
| Original language | Hebrew |
| Title of host publication | האדם הלומד בעידן הטכנולוגי: כנס צ'ייס למחקרי טכנולוגיות למידה |
| Publisher | האוניברסיטה הפתוחה ושה"ם |
| Pages | 158-166 |
| Number of pages | 9 |
| State | Published - 2018 |
IHP publications
- IHP
- Attitude (Psychology)
- College students
- Content (Psychology)
- Learning
- MOOCs (Web-based instruction)
- Satisfaction
- Success