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dc.contributor.authorWei, Xiaomei
dc.contributor.authorSaab, Nadira
dc.contributor.authorAdmiraal, Wilfried
dc.date.accessioned2024-01-24T08:47:41Z
dc.date.available2024-01-24T08:47:41Z
dc.date.created2024-01-22T07:46:32Z
dc.date.issued2024
dc.identifier.issn2365-9440
dc.identifier.urihttps://hdl.handle.net/11250/3113479
dc.description.abstractThe aim of this study is to gain insight into the interplay between attitudes, motiva- tion, learning engagement, and perceived learning outcomes in massive open online courses (MOOCs). An online survey was administered to 232 MOOC learners. This study provided comprehensive explanations for individual differences in learning engagement and perceived learning outcomes in MOOCs with a modified model of the expectancy-value theory of achievement motivation. The structural equation modeling revealed that attitudes served as a precursor of participation in MOOCs that significantly influenced self-efficacy, intrinsic value, and task effort cost; self- efficacy and intrinsic value were positively associated with both learning engagement and perceived learning outcomes, while attitudes toward MOOC learning was posi- tively related to perceived learning outcomes only. Furthermore, the mediation analy- ses highlighted that intrinsic value was a powerful mediator, which positively influ- enced the effects of attitudes and self-efficacy on learning engagement and perceived learning outcomes. The moderation analyses discovered that task effort cost moder- ated the effects of attitudes on learning engagement and perceived learning out- comes. Curriculum designers and instructors could benefit from this study to under- stand what rationales drive individuals to be engaged in MOOC learning and to reach greater perceived learning outcomes in MOOCs.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleWhat rationale would work? Unfolding the role of learners' attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.cristin2231548
dc.source.journalInternational Journal of Educational Technology in Higher Educationen_US
dc.source.volume21en_US


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