What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation

Rabin, Eyal; Henderikx, Maartje; Kalman, Yoram M.; Kalz, Marco

doi:10.14742/ajet.5919

Cited by 46 publications

(40 citation statements)

References 40 publications

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“…In terms of the relationship between NOEC and participants' OLI, the results indicated that there was a negative significance. This finding was the same as that of the study of Rabin et al ( 2020 ), in which learners who intended to complete only some parts of the course activities or who did not know how many parts of the course they intended to complete faced stronger barriers to satisfaction than those who intended to complete all of the course activities. That is, the more participants engaged in online learning, the less unsatisfied (i.e., the more satisfied) they were with their learning effectiveness.…”

Section: Discussionsupporting

confidence: 87%

“…E-learning effectiveness can be improved with the assistance of online course applicability assessment (Ren et al, 2017 ). Students usually face some difficulties at the beginning of online learning that prevent them from feeling satisfied with their participation in online courses (Rabin et al, 2020 ). For example, during online learning, the most prominent disadvantage is that immediate feedback on students' performance is seldom provided, which hinders learners' learning progress (Oyekan et al, 2017 ).…”

Section: Methodsmentioning

confidence: 99%

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High School Students' Online Learning Ineffectiveness in Experimental Courses During the COVID-19 Pandemic

Hong

Liu

et al. 2021

Front. Psychol.

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Due to the COVID-19 pandemic, online learning has been adopted in all stages of education. This sudden change from traditional learning to 100% online learning may affect students' learning effectiveness, especially in experimental courses. However, there has been little discussion of experimental courses conducted entirely through online learning. To address this gap, the present study investigated factors affecting high school students' online learning ineffectiveness (OLI) in online experimental courses, particularly online science experimental courses. The role of gender was also explored to understand whether it affects participants' OLI. An ANOVA was conducted to analyze the data from a survey of 347 online learners in high schools. The results indicated that the number of online experimental courses and the duration of online hands-on learning were negatively related to the high school students' OLI. Meanwhile, the study found that the high school participants' OLI differed by gender, with female students more likely than males to have OLI in the context of online learning. The results of this study can provide a reference for teachers who conduct online experimental courses and wish to improve their online teaching, not only during the COVID-19 lockdown, but also in other pandemic periods.

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Section: Discussionsupporting

confidence: 87%

Section: Methodsmentioning

confidence: 99%

High School Students' Online Learning Ineffectiveness in Experimental Courses During the COVID-19 Pandemic

Hong

Liu

et al. 2021

Front. Psychol.

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“…Indeed, findings from various surveys highlight the positive role of (intrinsic) motivation in participation and program completion (Littlejohn, Hood, Milligan, & Mustain, 2016;Khalil & Ebner, 2017;Watted & Barak, 2018;Shukor & Sulaiman, 2019). In contrast, those motivated by extrinsic motivations face more difficulties (Rabin, Henderikx, Yoram, & Kalz, 2020). Nevertheless, extrinsic motivations can also motivate learners, especially obtaining a certificate of successful completion (Kizilcec & Schneider, 2015;Semenova, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

The Influence of Instructional Design and Instructional Material on Learners’ Motivation and Completion Rates of a MOOC Course

Giasiranis¹,

Sofos²

2020

JSS

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Despite the formal, non-formal and informal training opportunities offered by MOOCs, they show low completion rates due to both personal factors of the participants and the instructional design of the courses. Empirical research has shown that good instructional design can help increase learners' motivation, helping them achieve high performance by completing the program. To determine to which extent the quality instructional material, which is the result of a good instructional design, contributes to their motivation and high rates of completion of the courses, we created an eight (8) week MOOC program on "Violence and bullying in schools", following the instructional design model "Systems Approach Model". The motivation of the learners from the instructional material was measured using the Instructional Material Motivation Survey (IMMS) tool and showed that all the learners were highly motivated both as a whole and in every factor of the ARCS model (Attention, Relevance, Confidence, Satisfaction) contributing to very high completion rates, as from the 1309 learners who started the program, 1050 completed it (80.2%). Considering the results of our research, we, finally, suggest some points that can be taken into account when designing similar programs.

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“…Research has indicated the relationship among students' self-efficacy, engagement, and academic achievement in different learning areas (Ghazali, Nordin, Abdullah, & Ayub, 2020). Selfefficacy has been investigated much in literature (Klassen & Usher, 2010), however, only a small number of studies exploring it in a MOOC environment (Rabin, Henderikx, Kalman, & Kalz, 2020). Therefore, the purpose of this study is threefold: a) to examine if there were any changes in the self-efficacy levels of a group of students before and after they attended a MOOC, b) to explore if self-efficacy predicted their academic performance, and c) to figure out if there was any significant difference in self-efficacy and academic performance with respect to different demographic variables.…”

Section: Introductionmentioning

confidence: 99%

Taiwanese engineering students’ self-efficacy and academic performance

Phan¹,

Chen²

2022

AWEJ

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Despite the popularity and the importance of MOOCs in global education in recent years, they have not become the focus of self-efficacy studies. In addition, most available MOOC research resides in Western economies, not in Asian countries. No studies up to this point have explored the change in engineering student self-efficacy before and after they finish a MOOC or the relationship between engineering students’ self-efficacy and academic performance in a MOOC learning environment. This present study examined if there were any changes in the self-efficacy levels of a group of students before and after they attended a blended MOOC on English Technical Writing skills. It explored the relationship between self-efficacy and academic performance and looked for possible differences in self-efficacy and academic performance with respect to different demographic variables. A Paired-samples t-test helped to measure differences in self-efficacy scores at the beginning and end of the course. Pearson correlation was conducted to examine if self-efficacy predicted students’ course grades at the end of the course. Descriptive analysis, t-test, and ANOVA were used to measure the differences between the mean scores of self-efficacy and academic performance regarding different demographic variables. Results showed that students became more self-efficacious after they attended the blended MOOC. Self-efficacy significantly predicted academic performance. Students who reported higher self-efficacy levels gained better scores. Participants differed significantly in their self-efficacy and academic performance in relation to age group, English proficiency level, and educational level. Suggestions for future research are made based on the results of the study.

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What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation

Cited by 46 publications

References 40 publications

High School Students' Online Learning Ineffectiveness in Experimental Courses During the COVID-19 Pandemic

High School Students' Online Learning Ineffectiveness in Experimental Courses During the COVID-19 Pandemic

The Influence of Instructional Design and Instructional Material on Learners’ Motivation and Completion Rates of a MOOC Course

Taiwanese engineering students’ self-efficacy and academic performance

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