The influence of  self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs

Eyal Rabin; M.A. Henderikx; Yoram Kalman; M. Kalz

doi:10.1007/978-3-030-29736-7_55

The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs

Eyal Rabin^*, M.A. Henderikx, Yoram Kalman, M. Kalz

^*Corresponding author for this work

Research Line Learning (part of LIRS program)

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

Abstract

This study focuses on identifying the barriers to satisfaction of MOOC participants, and the predictors of these barriers. Five hundred and forty-two English as a Second Language MOOC participants responded to pre- and post-questionnaires. Using exploratory factor analysis three kinds of barriers were identified, namely: ‘Lack of interestingness/relevance’, ‘Lack of time/bad planning’ and ‘Lack of knowledge/technical problem’. The effects of the participant’s age, gender and level of self-efficacy, motivation, self-regulation learning skills and the intention to complete the course were analyzed as predictors of those barriers. Theoretical and practical implications regarding online learner satisfaction are discussed.

Original language	English
Title of host publication	Transforming Learning with Meaningful Technologies
Editors	Maren Scheffel, Julien Broisin, Viktoria Pammer-Schindler, Andri Ioannou, Jan Schneider
Place of Publication	Cham
Publisher	Springer
Chapter	55
Pages	631-635
Number of pages	5
ISBN (Electronic)	9783030297367
ISBN (Print)	9783030297350
DOIs	https://doi.org/10.1007/978-3-030-29736-7_55
Publication status	Published - 9 Sept 2019

Publication series

Series	Lecture Notes in Computer Science
Volume	11722

Keywords

Barriers
MOOCs
Motivation
Self-efficacy
Self-regulated learning

Access to Document

10.1007/978-3-030-29736-7_55

SOONER: The Structuration of Open Online Education in the Netherlands
Kalz, M. (PI), Kester, L. (CoI), van Rosmalen, P. (CoI), Janssen, J. (CoI), Van Leeuwen, A. (CoI), Kreijns, K. (CoI), Henderikx, M. (Junior researcher), Kasch, J. (Junior researcher), Jansen, R. (Junior researcher) & Schophuizen, M. (Junior researcher)
1/09/15 → 31/08/20
Project: Research

Cite this

Rabin, E., Henderikx, M. A., Kalman, Y., & Kalz, M. (2019). The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies (pp. 631-635). Springer. https://doi.org/10.1007/978-3-030-29736-7_55

Rabin, Eyal ; Henderikx, M.A. ; Kalman, Yoram et al. / The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs. Transforming Learning with Meaningful Technologies. editor / Maren Scheffel ; Julien Broisin ; Viktoria Pammer-Schindler ; Andri Ioannou ; Jan Schneider. Cham : Springer, 2019. pp. 631-635 (Lecture Notes in Computer Science, Vol. 11722).

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title = "The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs",

abstract = "This study focuses on identifying the barriers to satisfaction of MOOC participants, and the predictors of these barriers. Five hundred and forty-two English as a Second Language MOOC participants responded to pre- and post-questionnaires. Using exploratory factor analysis three kinds of barriers were identified, namely: {\textquoteleft}Lack of interestingness/relevance{\textquoteright}, {\textquoteleft}Lack of time/bad planning{\textquoteright} and {\textquoteleft}Lack of knowledge/technical problem{\textquoteright}. The effects of the participant{\textquoteright}s age, gender and level of self-efficacy, motivation, self-regulation learning skills and the intention to complete the course were analyzed as predictors of those barriers. Theoretical and practical implications regarding online learner satisfaction are discussed.",

keywords = "Barriers, MOOCs, Motivation, Self-efficacy, Self-regulated learning",

author = "Eyal Rabin and M.A. Henderikx and Yoram Kalman and M. Kalz",

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Rabin, E, Henderikx, MA, Kalman, Y & Kalz, M 2019, The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs. in M Scheffel, J Broisin, V Pammer-Schindler, A Ioannou & J Schneider (eds), Transforming Learning with Meaningful Technologies. Springer, Cham, Lecture Notes in Computer Science, vol. 11722, pp. 631-635. https://doi.org/10.1007/978-3-030-29736-7_55

The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs. / Rabin, Eyal; Henderikx, M.A.; Kalman, Yoram et al.
Transforming Learning with Meaningful Technologies. ed. / Maren Scheffel; Julien Broisin; Viktoria Pammer-Schindler; Andri Ioannou; Jan Schneider. Cham: Springer, 2019. p. 631-635 (Lecture Notes in Computer Science, Vol. 11722).

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

TY - GEN

T1 - The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs

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AU - Kalz, M.

PY - 2019/9/9

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AB - This study focuses on identifying the barriers to satisfaction of MOOC participants, and the predictors of these barriers. Five hundred and forty-two English as a Second Language MOOC participants responded to pre- and post-questionnaires. Using exploratory factor analysis three kinds of barriers were identified, namely: ‘Lack of interestingness/relevance’, ‘Lack of time/bad planning’ and ‘Lack of knowledge/technical problem’. The effects of the participant’s age, gender and level of self-efficacy, motivation, self-regulation learning skills and the intention to complete the course were analyzed as predictors of those barriers. Theoretical and practical implications regarding online learner satisfaction are discussed.

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KW - MOOCs

KW - Motivation

KW - Self-efficacy

KW - Self-regulated learning

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BT - Transforming Learning with Meaningful Technologies

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Rabin E, Henderikx MA, Kalman Y, Kalz M. The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs. In Scheffel M, Broisin J, Pammer-Schindler V, Ioannou A, Schneider J, editors, Transforming Learning with Meaningful Technologies. Cham: Springer. 2019. p. 631-635. (Lecture Notes in Computer Science, Vol. 11722). doi: 10.1007/978-3-030-29736-7_55

The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs

Abstract

Publication series

Keywords

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Projects

SOONER: The Structuration of Open Online Education in the Netherlands

Cite this