What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation

Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using preand post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants ́ age, gender, level of selfefficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction.

[1]  David Boud,et al.  Enhancing learning through self assessment , 1995 .

[2]  Anastasia Kitsantas,et al.  Comparing Self-Regulatory Processes Among Novice, Non-Expert, and Expert Volleyball Players: A Microanalytic Study , 2002 .

[3]  L. Koepke,et al.  The Advancing MOOCs for Development Initiative: An examination of MOOC usage for professional workforce development outcomes in Colombia, the Philippines, & South Africa , 2016 .

[4]  S. Liaw,et al.  Exploring Learners’ Acceptance Toward Mobile Learning , 2011 .

[5]  Martin Ebner,et al.  MOOCs Completion Rates and Possible Methods to Improve Retention - A Literature Review , 2014 .

[6]  Peter van Rosmalen,et al.  A model for online learner support based on selecting appropriate peer tutors , 2008, J. Comput. Assist. Learn..

[7]  D. Marotta,et al.  Where Are the Barriers , 2013 .

[8]  Chao-Min Chiu,et al.  Understanding e-learning continuance intention: An extension of the Technology Acceptance Model , 2006, Int. J. Hum. Comput. Stud..

[9]  C. Townsend,et al.  Is Planning Good for You? The Differential Impact of Planning on Self Regulation , 2011 .

[10]  Andy Field,et al.  Discovering statistics using SPSS, 2nd ed. , 2005 .

[11]  I. Ajzen,et al.  Predicting and Changing Behavior: The Reasoned Action Approach , 2009 .

[12]  Marco Kalz,et al.  To Change or Not to Change? That's the Question... On MOOC-Success, Barriers and Their Implications , 2017, EMOOCs.

[13]  B. Zimmerman.  Attaining self-regulation: A social cognitive perspective. , 2000 .

[14]  Tania Reynoldsa,et al.  Organizational Behavior and Human Decision Processes , 2020 .

[15]  Sarah Milne.  Self-efficacy in changing societies , 1999, Journal of health psychology.

[16]  Derya Bozdogan,et al.  Use of ICT Technologies and Factors Affecting Pre-Service ELT Teachers' Perceived ICT Self-Efficacy. , 2014 .

[17]  Justin Reich,et al.  The MOOC pivot , 2019, Science.

[18]  Joseph Jay Williams,et al.  HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014 , 2015 .

[19]  Neil P. Morris,et al.  Can demographic information predict MOOC learner outcomes , 2015 .

[20]  Chris Piech,et al.  Deconstructing disengagement: analyzing learner subpopulations in massive open online courses , 2013, LAK '13.

[21]  Marco Kalz,et al.  Factors influencing the pursuit of personal learning goals in MOOCs , 2019, Distance Education.

[22]  Bart Rienties,et al.  The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules , 2016, Comput. Hum. Behav..

[23]  Roger A. Smith,et al.  Effectiveness of Personal Interaction in a Learner-Centered Paradigm Distance Education Class Based on Student Satisfaction , 2008 .

[24]  Joan L. Whipp,et al.  Self-regulation in a web-based course: A case study , 2004 .

[25]  Yair Levy,et al.  Comparing dropouts and persistence in e-learning courses , 2007, Comput. Educ..

[26]  David E. Pritchard,et al.  Studying Learning in the Worldwide Classroom Research into edX's First MOOC. , 2013 .

[27]  Yuan Wang,et al.  Grit and Intention: Why Do Learners Complete MOOCs? , 2018, The International Review of Research in Open and Distributed Learning.

[28]  Lena Vogler,et al.  Instructional Design Theories And Models An Overview Of Their Current Status , 2016 .

[29]  Allison Littlejohn,et al.  Instructional quality of Massive Open Online Courses (MOOCs) , 2015, Comput. Educ..

[30]  Cherng-Jyh Yen,et al.  A Predictor for PLE Management: Impacts of Self-Regulated Online Learning on Student's Learning Skills , 2016 .

[31]  Roger Azevedo,et al.  Teaching and Learning in Technology-Rich Environments , 2006 .

[32]  P. Pintrich.  A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). , 1991 .

[33]  Mar Pérez-Sanagustín,et al.  Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses , 2017, Comput. Educ..

[34]  Jaeho Choi,et al.  A structural equation model of predictors of online learning retention , 2013, Internet High. Educ..

[35]  C. Abraham,et al.  Psychological correlates of university students' academic performance: a systematic review and meta-analysis. , 2012, Psychological bulletin.

[36]  Emtinan Alqurashi,et al.  Predicting student satisfaction and perceived learning within online learning environments , 2018, Distance Education.

[37]  Y. Kalman,et al.  The cathedral’s ivory tower and the open education bazaar – catalyzing innovation in the higher education sector , 2020, Open Learning: The Journal of Open, Distance and e-Learning.

[38]  Z. Berge,et al.  Student barriers to online learning: A factor analytic study , 2005 .

[39]  Matthieu Cisel,et al.  Analyzing Completion Rates in the First French xMOOC , 2014 .

[40]  D. Shen,et al.  Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction , 2013, Internet High. Educ..

[41]  D. Schunk.  Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich , 2005 .

[42]  Ji-Hye Park,et al.  Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning , 2009, J. Educ. Technol. Soc..

[43]  Afzaal Ali,et al.  Key Factors for Determining Student Satisfaction in Distance Learning Courses: A Study of Allama Iqbal Open University , 2011 .

[44]  Yen M. To,et al.  Measuring self-regulation in online and blended learning environments , 2009, Internet High. Educ..

[45]  Madeleine Bornschlegl,et al.  Considering the role of the distance student experience in student satisfaction and retention , 2018, Open Learning: The Journal of Open, Distance and e-Learning.

[46]  Marco Kalz,et al.  A Classification of Barriers that Influence Intention Achievement in MOOCs , 2018, EC-TEL.

[47]  Allison Littlejohn,et al.  Learning in MOOCs: Motivations and self-regulated learning in MOOCs , 2016, Internet High. Educ..

[48]  B. Zimmerman.  Becoming a Self-Regulated Learner: An Overview , 2002 .

[49]  Kerstin E. E. Schroder,et al.  Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses , 2014, Internet High. Educ..

[50]  I. Ajzen.  The theory of planned behavior , 1991 .

[51]  Erman Yükseltürk,et al.  Investigation of Interaction, Online Support, Course Structure and Flexibility as the Contributing Factors to Students' Satisfaction in an Online Certificate Program , 2008, J. Educ. Technol. Soc..

[52]  Nava Pliskin,et al.  Student satisfaction with learning management systems: a lens of critical success factors , 2012 .

[53]  Emtinan Alqurashi,et al.  Self-Efficacy In Online Learning Environments: A Literature Review , 2016 .

[54]  Joakim Öhlén,et al.  Mixed Method Design : Principles and Procedures , 2011 .

[55]  Jane Sinclair,et al.  Dropout rates of massive open online courses : behavioural patterns , 2014 .

[56]  Marina Dobrota,et al.  Student perception of Moodle learning management system: a satisfaction and significance analysis , 2015, Interact. Learn. Environ..

[57]  Geert-Jan Houben,et al.  Gauging MOOC Learners' Adherence to the Designed Learning Path , 2016, EDM.

[58]  J. Keller.  Motivational Design of Instruction , 1983 .

[59]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[60]  Anthony R. Artino,et al.  Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training , 2007, J. Comput. Assist. Learn..