TY - JOUR
T1 - Learning Engagement and Persistence in Massive Open Online Courses (MOOCS)
AU - Jung, Yeonji
AU - Lee, Jeongmin
N1 - Publisher Copyright:
© 2018 Elsevier Ltd
PY - 2018/7
Y1 - 2018/7
N2 - The purpose of this study was to investigate how to facilitate learners’ engagement and persistence in massive open online courses (MOOCs). Specifically, this study used structural equation modeling to examine the structural relationships among academic self-efficacy, teaching presence, perceived usefulness, and perceived ease of use, learning engagement, and learning persistence in MOOCs. For the data analysis, we selected as the research subjects 306 learners who were taking MOOCs in South Korea. The results indicated that academic self-efficacy, teaching presence, and perceived usefulness had significant direct effects on learning engagement. Furthermore, teaching presence and perceived ease of use had direct effects on learning persistence. Finally, learning engagement had indirect effects on the relationships between academic self-efficacy, teaching presence, perceived usefulness, and learning persistence. These findings suggest implications for designing and developing effective instructional and learning strategies in MOOCs in terms of learners’ perceptions of themselves, instructors, and learning support systems.
AB - The purpose of this study was to investigate how to facilitate learners’ engagement and persistence in massive open online courses (MOOCs). Specifically, this study used structural equation modeling to examine the structural relationships among academic self-efficacy, teaching presence, perceived usefulness, and perceived ease of use, learning engagement, and learning persistence in MOOCs. For the data analysis, we selected as the research subjects 306 learners who were taking MOOCs in South Korea. The results indicated that academic self-efficacy, teaching presence, and perceived usefulness had significant direct effects on learning engagement. Furthermore, teaching presence and perceived ease of use had direct effects on learning persistence. Finally, learning engagement had indirect effects on the relationships between academic self-efficacy, teaching presence, perceived usefulness, and learning persistence. These findings suggest implications for designing and developing effective instructional and learning strategies in MOOCs in terms of learners’ perceptions of themselves, instructors, and learning support systems.
KW - Academic self-efficacy
KW - Learning engagement
KW - Learning persistence
KW - MOOCs
KW - Perceived ease of use
KW - Perceived usefulness
KW - Teaching presence
UR - http://www.scopus.com/inward/record.url?scp=85044101623&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2018.02.013
DO - 10.1016/j.compedu.2018.02.013
M3 - Article
AN - SCOPUS:85044101623
SN - 0360-1315
VL - 122
SP - 9
EP - 22
JO - Computers and Education
JF - Computers and Education
ER -