The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course

High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have be...

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Autores principales:	Daeyeoul Lee, Sunnie Lee Watson, William R. Watson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2020
Materias:	self-regulated learning self-efficacy task value MOOCs perceived effectiveness Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/692bab5a666043f1a8d305dc0875037b
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spelling	oai:doaj.org-article:692bab5a666043f1a8d305dc0875037b2021-12-02T18:02:59ZThe Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course10.19173/irrodl.v21i3.46421492-3831https://doaj.org/article/692bab5a666043f1a8d305dc0875037b2020-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4642https://doaj.org/toc/1492-3831 High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investigated the influence of self-regulated learning strategies, self-efficacy, and task value on perceived effectiveness of successful MOOC learners. Three hundred fifty-three learners who successfully completed the Mountain 101 MOOC participated in this study by completing a survey through e-mail. The results of stepwise multiple regression analysis showed that perceived effectiveness was significantly predicted by both self-regulated learning strategies and task value. In addition, the results of another stepwise multiple regression analysis showed that meta-cognitive activities after learning, environmental structuring, and time management significantly predicted perceived effectiveness. Daeyeoul LeeSunnie Lee WatsonWilliam R. WatsonAthabasca University Pressarticleself-regulated learningself-efficacytask valueMOOCsperceived effectivenessSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 3 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	self-regulated learning self-efficacy task value MOOCs perceived effectiveness Special aspects of education LC8-6691
spellingShingle	self-regulated learning self-efficacy task value MOOCs perceived effectiveness Special aspects of education LC8-6691 Daeyeoul Lee Sunnie Lee Watson William R. Watson The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
description	High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investigated the influence of self-regulated learning strategies, self-efficacy, and task value on perceived effectiveness of successful MOOC learners. Three hundred fifty-three learners who successfully completed the Mountain 101 MOOC participated in this study by completing a survey through e-mail. The results of stepwise multiple regression analysis showed that perceived effectiveness was significantly predicted by both self-regulated learning strategies and task value. In addition, the results of another stepwise multiple regression analysis showed that meta-cognitive activities after learning, environmental structuring, and time management significantly predicted perceived effectiveness.
format	article
author	Daeyeoul Lee Sunnie Lee Watson William R. Watson
author_facet	Daeyeoul Lee Sunnie Lee Watson William R. Watson
author_sort	Daeyeoul Lee
title	The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
title_short	The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
title_full	The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
title_fullStr	The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
title_full_unstemmed	The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
title_sort	influence of successful mooc learners’ self-regulated learning strategies, self-efficacy, and task value on their perceived effectiveness of a massive open online course
publisher	Athabasca University Press
publishDate	2020
url	https://doaj.org/article/692bab5a666043f1a8d305dc0875037b
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The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course

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