Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre-and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants age, gender, level of self-efficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction. Implications for practice or policy: • Course developers and online instructors should be aware that participants in MOOCs face a variety of barriers that keep them from being satisfied with the learning process and learning outcomes. • Practitioners should develop specific interventions for young participants and participants with fewer learning experience in MOOCs. • MOOC designers and instructors should develop tailored systems and resources that help MOOC participants to self-regulate their learning process and to improve their self-efficacy.
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© 2020 Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).
- Learners' barriers
- Self-regulated learning