Personality Traits and Intention to Continue Using Massive Open Online Courses (ICM) in Spain: The Mediating Role of Motivations

Alabdullatif, Hend; Velázquez‐Iturbide, J. Ángel

doi:10.1080/10447318.2020.1805873

Cited by 7 publications

(4 citation statements)

References 78 publications

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“…However, contrary to some previous studies (e.g., Abdullatif & Velázquez-Iturbide, 2020;Ifinedo, 2017;Park et al, 2012;Zhu et al, 2020) that have identified intrinsic goal orientation and meta-cognitive self-regulation as significant predictors of students' continuation intentions, this study found neither to be a significant predictor. This might be attributed to the emergency nature of this course-delivered synchronously to intact classes in which learners already knew each other-which differs from typical online education where learners are likely to be strangers.…”

Section: Discussioncontrasting

confidence: 99%

“…In addition, research (e.g., Ifinedo, 2017;Park et al, 2012) has shown that intrinsic motivation (e.g., enjoyment) is a significant factor influencing students' continuation intentions to learn online. For instance, Abdullatif and Velázquez-Iturbide (2020) explore the relationship between motivations, personality traits, and intentions to continue MOOCs, finding a significant positive relationship between intrinsic motivation and intentions to continue MOOCs. Self-regulation refers to "self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals" (Zimmerman, 2000, p. 14).…”

Section: Motivation and Self-regulation In Online Learningmentioning

confidence: 99%

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Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions

Lei¹,

Lin²

2022

IRRODL

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This study investigated the effects of interactional, motivational, self-regulatory, and situational factors on university students’ online learning outcomes and continuation intentions during the COVID-19 pandemic. Data were collected from 255 students taking a business course at a university in southern China. Hierarchical multiple regression analyses revealed that while family financial hardship caused by COVID-19 was a marginally significant negative predictor of students’ learning outcomes, learner–content interaction; instructors’ provision of e-resources, course planning, and organisation; and students’ intrinsic goal orientation and meta-cognitive self-regulation were significant positive predictors with the latter two sets of predictors mediating the effects of learner–instructor and learner–learner interactions, respectively. Multinominal logistic regression analyses showed that learner–instructor interaction, learner–content interaction, and private learning space were significant positive predictors of students’ intentions to continue with online learning, but learner–learner interaction was a significant negative predictor. These findings point to the differential effects of various types of interactional and situational factors on learning outcomes and continuation intentions, and the instructor- and learner-level factors that mediate the effects of learner–instructor and learner–learner interactions on learning outcomes. They contribute to our understandings of emergency online learning and provide implications for facilitating it.

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Section: Discussioncontrasting

confidence: 99%

Section: Motivation and Self-regulation In Online Learningmentioning

confidence: 99%

Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions

Lei¹,

Lin²

2022

IRRODL

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“…The literature provided that willingness to continue or continuance intention has been tested in other theoretical frameworks such as in expectation confirmation model by Dai et al (2020), the integration of personality trait and motivational theory by Alabdullatif and Velázquez-Iturbide (2020) and in self-regulated learning perspective by Zhu et al (2020). Hence, the investigation of students' continuance intention appears to focus on diverse aspects.…”

Section: Willingness To Continuementioning

confidence: 99%

The sequential mediation model of students’ willingness to continue online learning during the COVID-19 pandemic

Ngah

Kamalrulzaman

Mohamad

et al. 2022

RPTEL

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This study explored the factors influencing students’ willingness to continue with the online learning system during the coronavirus disease 2019 (COVID-19) pandemic by adopting the stimulus–organism–response (SOR) theory. This study also incorporated e-learning readiness, performance, and satisfaction as mediators. The present study employed the purposive sampling method, whereby 2215 data of undergraduate students from a public university were gathered using an online survey and analysed using structural equation modelling (SEM) with Smart Partial Least Squares (SmartPLS). The results revealed that students’ e-learning readiness, performance, and satisfaction positively influenced their willingness to continue online learning. Besides, students’ e-learning readiness, performance, and satisfaction sequentially mediated the relationship between the online learning system quality and willingness to continue online learning. Significantly, this study provided new insights into the literature on students’ willingness to continue online learning by providing empirical evidence on the factors that support their willingness to continue online learning during the COVID-19 pandemic.

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“…These assessments are important for addressing learners' heterogeneous nature, especially MOOC learners, in which context Costa and McCrae's [28] Big 5 model of the dominant personality traitsextraversion, neuroticism, conscientiousness, agreeableness, and openness to experienceis especially useful. There is also growing interest in whether learners' personality traits are correlated with their intention to continue using [1] or complete [47] a MOOC. For example, Gupta [47] found a significant link between personality traits and learner's intention to complete a MOOC.…”

Section: Rewardmentioning

confidence: 99%

Indicators for enhancing learners’ engagement in massive open online courses: A systematic review

Ogunyemi

Quaicoe

Bauters

2022

Computers and Education Open

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Personality Traits and Intention to Continue Using Massive Open Online Courses (ICM) in Spain: The Mediating Role of Motivations

Cited by 7 publications

References 78 publications

Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions

Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions

The sequential mediation model of students’ willingness to continue online learning during the COVID-19 pandemic

Indicators for enhancing learners’ engagement in massive open online courses: A systematic review

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