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Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC
Computers & Education ( IF 12.0 ) Pub Date : 2021-02-17 , DOI: 10.1016/j.compedu.2021.104171
Dongho Kim , Eulho Jung , Meehyun Yoon , Yunjeong Chang , Sanghoon Park , Dongsim Kim , Fatih Demir

The open and massive characteristics of Massive Open Online Course (MOOC) lead to a lack of instructor presence, which potentially hinders learners' commitment and learning processes. As a result, the effectiveness of MOOCs is contingent upon the extent to which learners direct their own learning. However, learners' self-directed learning and commitment are largely influenced by course design factors due to lack of direct learner-instructor interactions. In order to address the current gap in the literature with regard to how course design factors influence learning processes and outcomes, this study investigated the relationships between MOOC design factors, learner commitment, self-directed learning, and intentions for future learning, using survey responses collected from 664 learners who took a large-scale MOOC. We found that the transactional distance between learners and content was associated with students' self-directed learning. Course structure and organization predicted both students' self-directed learning and commitment to the MOOC. Importantly, self-directed learning mediated relationships between the course design factors and learners’ intentions for further learning. Based on our findings, we provide design strategies for effective learner-content interaction in large-scale self-paced MOOCs.



中文翻译:

探索课程设计因素,学习者的忠诚度,自主学习以及在自定进度的MOOC中继续学习的意图之间的结构关系

大规模开放式在线课程(MOOC)的开放性和大规模特征导致缺乏讲师的存在,这有可能阻碍学习者的投入和学习过程。结果,MOOC的有效性取决于学习者指导自己学习的程度。然而,由于缺乏直接的学习者-教师互动,学习者的自主学习和承诺在很大程度上受到课程设计因素的影响。为了解决当前关于课程设计因素如何影响学习过程和结果的文献差距,本研究使用调查问卷调查了MOOC设计因素,学习者的承诺,自主学习和未来学习意向之间的关系。从664名参加了大规模MOOC的学习者中收集了资料。我们发现学习者与内容之间的交易距离与学生的自主学习有关。课程的结构和组织可以预测学生的自主学习和对MOOC的投入。重要的是,自我导向的学习介导了课程设计因素与学习者的进修意愿之间的关系。根据我们的发现,我们提供了在大规模自定进度的MOOC中有效进行学习者与内容交互的设计策略。自我导向的学习介导了课程设计因素与学习者的进修意愿之间的关系。根据我们的发现,我们提供了在大规模自定进度的MOOC中有效进行学习者与内容交互的设计策略。自我导向的学习介导了课程设计因素与学习者的进修意愿之间的关系。根据我们的发现,我们提供了在大规模自定进度的MOOC中有效进行学习者与内容交互的设计策略。

更新日期:2021-02-22
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