Self-Regulated Learning and Satisfaction: A Key Determinants of MOOC Success

Autor/inn/en	Albelbisi, Nour Awni; Al-Adwan, Ahmad Samed; Habibi, Akhmad
Titel	Self-Regulated Learning and Satisfaction: A Key Determinants of MOOC Success
Quelle	In: Education and Information Technologies, 26 (2021) 3, S.3459-3481 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albelbisi, Nour Awni) ORCID (Al-Adwan, Ahmad Samed) ORCID (Habibi, Akhmad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10404-z
Schlagwörter	Large Group Instruction; Online Courses; Educational Technology; Technology Uses in Education; Independent Study; Student Satisfaction; Educational Quality; Undergraduate Students; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Selbststudium; Quality of education; Bildungsqualität; Ausland
Abstract	MOOC is an innovative method in modern education, particularly important for sharing of excellent educational resources worldwide. To realize the full potential of MOOC, we need to understand the factors influencing MOOC success. In this study a theoretical framework has been proposed by integrating a self-regulated learning theory and DeLone and McLean success model to investigate the determinants of successful MOOC. This study aimed to (1) examine the relationships between quality factors and satisfaction; self-regulated learning and (2) understand the role of satisfaction as a mediator of the quality factors/self-regulated learning relationships. Six hundred twenty-two structured questionnaires collected from undergraduate students in Malaysia. The subsequent analysis employing Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed three main results: first, system quality has a positive impact on satisfaction; second, satisfaction and service quality have a positive impact on self-regulated learning; finally, system quality has an indirect effect on SRL via satisfaction. The findings provide by the study will guide MOOC designer and developer to formulate methods and strategies that could further improve the adoption of MOOC successfully. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01