ABSTRACT This study (N = 427) examined perceived attitudinal learning gains (i.e., cognitive, affective, and behavioral learning) related to the course topic by comparing a self-paced version of a Massive Open Online Courses (MOOC) with a fixed-scheduled version. Independent samples t-tests revealed that those in a self-paced classroom were more likely to perceive higher levels of attitudinal learning gains and satisfaction than those in a fixed-scheduled MOOC. Those enrolling in the self-paced course also identified significantly more diverse reasons for enrolling. Learners in both courses identified course videos as the most impactful instructional component. Implications for the design of self-paced MOOCs are discussed.

中文翻译：

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自定进度与固定进度的MOOC中的感知态度学习

摘要这项研究（N = 427）通过比较自定版本的大规模开放在线课程（MOOC）与固定计划的课程，检查了与课程主题相关的感知态度学习收益（即认知，情感和行为学习）版本。独立样本t检验显示，自定进度的教室中的人比固定时间安排的MOOC中的人更容易获得更高的态度学习收益和满意度。那些参加自定进度课程的人也发现了多种多样的原因。这两门课程的学习者都将课程视频视为最具影响力的教学内容。讨论了对自定进度的MOOC的设计意义。