دورية أكاديمية
The Influence of Successful MOOC Learners' Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
| العنوان: | The Influence of Successful MOOC Learners' Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course |
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| اللغة: | English |
| المؤلفون: | Lee, Daeyeoul, Watson, Sunnie Lee, Watson, William R. |
| المصدر: | International Review of Research in Open and Distributed Learning. Sep 2020 21(3):81-98. |
| الإتاحة: | Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Large Group Instruction, Online Courses, Self Management, Learning Strategies, Self Efficacy, Value Judgment, Program Effectiveness, Student Attitudes, Predictor Variables, Foreign Countries, College Students, Educational Technology, Technology Uses in Education |
| مصطلحات جغرافية: | Canada |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| تدمد: | 1492-3831 |
| مستخلص: | High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investigated the influence of self-regulated learning strategies, self-efficacy, and task value on perceived effectiveness of successful MOOC learners. Three hundred fifty-three learners who successfully completed the "Mountain 101" MOOC participated in this study by completing a survey through e-mail. The results of stepwise multiple regression analysis showed that perceived effectiveness was significantly predicted by both self-regulated learning strategies and task value. In addition, the results of another stepwise multiple regression analysis showed that meta-cognitive activities after learning, environmental structuring, and time management significantly predicted perceived effectiveness. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1267156 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1492-3831 |
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