Exploring the Effects of MOOC Learners' Motivations on Learning Effectiveness: Based on Self-regulated Learning Theory

Abstract

The rise of Massive Open Online Course (MOOC) in recent years provides users with varieties of online courses through the Internet However for learners who are inadequately self-disciplined the convenience of MOOC instead results in the phenomenon of high enrollment rates with low completion rates due to lacking of pressures or punishments in terms of the structures Despite the fact that several studies revealed that self-regulated learning strategies have positive impacts on the learning effectiveness many of which have divergent arguments on the sorts of self-regulated learning strategies In addition there are few research focus on the values of MOOC certificates recognized in the society Therefore this research aims to investigate the impact of self-regulated learning process of MOOC learners on the learning effectiveness and to observe the influence on the repurchase intention through the perceived usefulness of leaners The study adopted a survey research approach for data collection and targeted on learners who had learned an information technology course on Coursera edX or other MOOC platforms A total of 361 valid questionnaires were collected using structural equation modeling (SEM) to validate the model and hypotheses The results show that learning motivation has nonsignificant effects on the repurchase intention while positive effects on metacognitive strategies resource management strategies and perceived usefulness are observed; meanwhile self-regulated learning strategies can further improve learning effectiveness Moreover learning effectiveness and perceived usefulness have positive effects on repurchase intention significantly The results revealed that learners must improve learning motivation and self-regulated learning strategies in order to raise the learning effectiveness Also for raising repurchase intention MOOC platforms must promote course usefulness and advance the experience of learning process to achieve better learning effectiveness and finally affect repurchase intention

Date of Award	2019
Original language	English
Supervisor	Wei-Tsong Wang (Supervisor)