The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pears...
Guardado en:
Autores principales: | Daeyeoul Lee, Sunnie Lee Watson, William R Watson |
---|---|
Formato: | article |
Lenguaje: | EN |
Publicado: |
Athabasca University Press
2020
|
Materias: | |
Acceso en línea: | https://doaj.org/article/ab6bb35da027492a8fd4280d6f4b5730 |
Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
Ejemplares similares
-
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
por: Daeyeoul Lee, et al.
Publicado: (2020) -
Supporting professional learning in a massive open online course
por: Colin Milligan, et al.
Publicado: (2014) -
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online Courses (MOOCs)
por: Patrick Lowenthal, et al.
Publicado: (2015) -
Massive open online course completion rates revisited: Assessment, length and attrition
por: Katy Jordan
Publicado: (2015) -
MOOCs Readiness
por: Thirumeni T Subramaniam, et al.
Publicado: (2019)