Projects per year
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 |
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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 | |
Publication status | Published - 9 Sept 2019 |
Publication series
Series | Lecture Notes in Computer Science |
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Volume | 11722 |
Keywords
- Barriers
- MOOCs
- Motivation
- Self-efficacy
- Self-regulated learning
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Dive into the research topics of 'The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs'. Together they form a unique fingerprint.Projects
- 1 Finished
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SOONER: The Structuration of Open Online Education in the Netherlands
Kalz, M., Kester, L., van Rosmalen, P., Janssen, J., Van Leeuwen, A., Kreijns, K., Henderikx, M., Kasch, J., Jansen, R. & Schophuizen, M.
1/09/15 → 31/08/20
Project: Research