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 output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-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 languageEnglish
Title of host publicationTransforming Learning with Meaningful Technologies
EditorsMaren Scheffel, Julien Broisin, Viktoria Pammer-Schindler, Andri Ioannou, Jan Schneider
Place of PublicationCham
PublisherSpringer
Chapter55
Pages631-635
Number of pages5
ISBN (Electronic)9783030297367
ISBN (Print)9783030297350
DOIs
Publication statusPublished - 9 Sep 2019

Publication series

Namelecture Notes in Computer Science
Volume11722

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self-regulation
self-efficacy
lack
questionnaire
factor analysis
planning
gender
language
learning

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). (lecture Notes in Computer Science; Vol. 11722). Cham: Springer. https://doi.org/10.1007/978-3-030-29736-7_55
Rabin, Eyal ; Henderikx, M.A. ; Kalman, Yoram ; Kalz, M. / 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).
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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: ‘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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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. lecture Notes in Computer Science, vol. 11722, Springer, Cham, 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; Kalz, M.

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 proceedingConference article in proceedingAcademicpeer-review

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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). https://doi.org/10.1007/978-3-030-29736-7_55