An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs

• Eyal Rabin ^[1] ; Yoram M. Kalman ^[2] ; Marco Kalz ^[1]
  1. [1] Open University in the Netherlands

     Open University in the Netherlands

     Países Bajos

     
  2. [2] Open University of Israel

     Open University of Israel

     Israel

     
• Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 16, 2019
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures.

    We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner ’ s intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post- questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC ’ s benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC ’ s benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC ’ s benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.