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

SeriesLecture Notes in Computer Science
Volume11722

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  • Projects

    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.

    1/09/1531/08/20

    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. Lecture Notes in Computer Science, Vol.. 11722 https://doi.org/10.1007/978-3-030-29736-7_55