Albelbisi, Nour Awni and Al-Adwan, Ahmad Samed and Habibi, Akhmad (2021) Self-regulated learning and satisfaction: A key determinants of MOOC success. Education and Information Technologies, 26 (3). pp. 3459-3481. ISSN 1360-2357, DOI https://doi.org/10.1007/s10639-020-10404-z.
Full text not available from this repository.Abstract
MOOC is an innovative method in modern education, particularly important for sharing of excellent educational resources worldwide. To realize the full potential of MOOC, we need to understand the factors influencing MOOC success. In this study a theoretical framework has been proposed by integrating a self-regulated learning theory and DeLone and McLean success model to investigate the determinants of successful MOOC. This study aimed to (1) examine the relationships between quality factors and satisfaction; self-regulated learning and (2) understand the role of satisfaction as a mediator of the quality factors /self-regulated learning relationships. Six hundred twenty-two structured questionnaires collected from undergraduate students in Malaysia. The subsequent analysis employing Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed three main results: first, system quality has a positive impact on satisfaction; second, satisfaction and service quality have a positive impact on self-regulated learning; finally, system quality has an indirect effect on SRL via satisfaction. The findings provide by the study will guide MOOC designer and developer to formulate methods and strategies that could further improve the adoption of MOOC successfully.
| Item Type: | Article |
|---|---|
| Funders: | UNSPECIFIED |
| Uncontrolled Keywords: | DeLone and McLean; MOOC; Satisfaction; Self-regulated learning |
| Subjects: | L Education > L Education (General) |
| Divisions: | Faculty of Education |
| Depositing User: | Ms Zaharah Ramly |
| Date Deposited: | 10 Jun 2022 02:44 |
| Last Modified: | 10 Jun 2022 02:44 |
| URI: | http://eprints.um.edu.my/id/eprint/27596 |
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