Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tonny Menglun Kuo , Chin-Chung Tsai , Jyun-Cheng Wang
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引用次数: 53

Abstract

Even though Massive Open Online Courses (MOOCs) have created highly personalized and dynamic learning environments for higher education, the low completion rate has hampered their development. Nevertheless, how to engage MOOC learners in continuing to learn online remains unclear in terms of psychological mechanisms. Enlightened by the social cognitive view of learning and hardiness theory, this study investigates the mediating role of online academic hardiness (the courage that is needed to turn stressful changes from burdens into advantageous growth in online environments) between web-based learning self-efficacy (the specific beliefs that people have in their capability to complete tasks when learning online) and online learning engagement. Using validated self-reported scales, a total of 608 participants of six MOOCs courses from Taiwan were included in this study. The results of structural equation modeling indicated the significant mediating effect of commitment on behavioral, emotional and cognitive engagement in learning MOOCs. Additionally, we found that the components of web-based learning self-efficacy led to different types of engagement: general Internet-based learning self-efficacy contributes to behavioral and emotional engagement, whereas functional Internet-based learning self-efficacy contributes to emotional and cognitive engagement. The direct and indirect effects of web-based learning self-efficacy highlight its critical role in online learning engagement. Overall, our conceptual model based on the agentic view of social cognitive theory provides researchers and practitioners with a holistic picture to understand the MOOC engagement phenomenon by revealing mixed results compared to traditional distance education.

mooc中网络学习自我效能感与学习参与的关联:网络学术抗性的作用
尽管大规模在线开放课程(MOOCs)为高等教育创造了高度个性化和动态的学习环境,但低完成率阻碍了它们的发展。然而,如何吸引MOOC学习者继续在线学习,在心理机制方面仍不清楚。在学习社会认知观和适应力理论的启发下,本研究探讨了网络学习适应力(在网络环境中将压力从负担转变为有利成长所需的勇气)在网络学习自我效能感(人们在网络学习时完成任务的能力的具体信念)和网络学习投入之间的中介作用。本研究采用经验证的自报告量表,选取台湾地区6门慕课的608名参与者作为研究对象。结构方程模型结果表明,承诺对mooc学习行为投入、情感投入和认知投入具有显著的中介作用。此外,我们发现网络学习自我效能的组成部分导致不同类型的参与:一般网络学习自我效能对行为和情感参与有贡献,而功能性网络学习自我效能对情感和认知参与有贡献。网络学习自我效能感的直接和间接影响突出了其在网络学习参与中的关键作用。总的来说,我们基于社会认知理论的代理观的概念模型通过揭示与传统远程教育相比的混合结果,为研究人员和实践者提供了一个整体的图景来理解MOOC参与现象。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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