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dc.contributor.authorRabin, Eyal
dc.contributor.authorHenderikx, Maartje
dc.contributor.authorKalman, Yoram, M.
dc.contributor.authorKalz, Marco
dc.date.accessioned2020-07-16T18:43:16Z
dc.date.available2020-07-16T18:43:16Z
dc.date.created2020-07-14 23:33
dc.date.issued2020-06-29
dc.identifieroai:ojs.ascilite.org.au:article/5919
dc.identifierhttps://ajet.org.au/index.php/AJET/article/view/5919
dc.identifier10.14742/ajet.5919
dc.identifier.urihttp://hdl.handle.net/20.500.12424/3954846
dc.description.abstractMassive 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.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherASCILITE
dc.relation.ispartofhttps://ajet.org.au/index.php/AJET/article/view/5919/1658
dc.rightsCopyright (c) 2020 Eyal Rabin, Maartje Henderikx, Yoram, M. Kalman, Marco Kalz
dc.sourceAustralasian Journal of Educational Technology; Vol. 36 No. 3 (2020): AJET; 119-131
dc.subjectMOOCS
dc.subjectSatisfaction
dc.subjectSelf-efficacy
dc.subjectSelf-regulated learning
dc.subjectMotivation
dc.subjectLearners` Barriers
dc.subjectExploratory factor analysis
dc.titleWhat are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode1449-5554
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:16782252
ge.lastmodificationdate2020-07-14 23:33
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid150303
ge.oai.repositoryid102036
ge.oai.setnameArticles
ge.oai.setspecAJET:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttps://ajet.org.au/index.php/AJET/article/view/5919


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