High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investigated the influence of self-regulated learning strategies, selfefficacy, and task value on perceived effectiveness of successful MOOC learners. Three hundred fifty-three learners who successfully completed the Mountain 101 MOOC participated in this study by completing a survey through e-mail. The results of stepwise multiple regression analysis showed that perceived effectiveness was significantly predicted by both self-regulated learning strategies and task value. In addition, the results of another stepwise multiple regression analysis showed that meta-cognitive activities after learning, environmental structuring, and time management significantly predicted perceived effectiveness.

中文翻译：

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成功的MOOC学习者的自我调节学习策略，自我效能和任务价值对其大规模开放在线课程的感知效果的影响

在大规模的在线公开课程（MOOC）中，高辍学率一直没有解决。由于感知到的效率可以预测学习者在MOOC中的保留率，因此越来越多地研究了影响学习者保持学习能力的教学设计因素。但是，尽管自律式学习，自我效能感和任务价值是MOOC的重要教学设计考虑因素，但它们从教员的角度被低估了。这项研究调查了自我调节的学习策略，自我效能感和任务价值对成功的MOOC学习者的感知效率的影响。通过电子邮件完成调查后，成功完成Mountain 101 MOOC的353名学习者参加了这项研究。逐步多元回归分析的结果表明，自我调节的学习策略和任务价值均显着预测了感知的有效性。此外，另一项逐步多元回归分析的结果表明，学习，环境构建和时间管理后的元认知活动显着预测了感知的有效性。