An Empirical Analysis of Chinese College Learners' Obstacles to MOOC Learning in an English Context

Autor/in	Liu, Liangxing
Titel	An Empirical Analysis of Chinese College Learners' Obstacles to MOOC Learning in an English Context
Quelle	In: English Language Teaching, 10 (2017) 3, S.136-150 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Instruction; College Students; Self Efficacy; Student Attitudes; Learning Motivation; Internet; Technological Literacy; Interpersonal Relationship; Foreign Countries; Factor Analysis; Mass Instruction; Online Courses; Language Proficiency; Statistical Analysis; Student Surveys; Teaching Methods; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Motivation for studies; Lernmotivation; Technisches Wissen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Faktorenanalyse; Online course; Online-Kurs; Language skill; Language skills; Sprachkompetenz; Statistische Analyse; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article reports a study applying an exploratory factor analysis to discovering the underlying factor structure of Chinese college students' obstacles to learning MOOC in an English context. Seven obstacle factors are identified: 1. academic and language skills; 2. internet skills; 3. course instruction/management; 4. learning motivations; 5. social interaction; 6. cost of learning; 7. time and support. The four independent variables that significantly affect Chinese college learners' ratings of the obstacle factors are (a) learning enjoyment; (b) self-efficacy; (c) effectiveness of learning; (d) English proficiency level. The relationships among these independent variables and critical dependent variables are also explored. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01