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首页> 外文会议>European Conference on Technology Enhanced Learning >The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs
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The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs

机译：自我调节，自我效能和动机的影响作为MOOCs障碍障碍的预测因子

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摘要

This study focuses on identifying the barriers to satisfaction of MOOC participants, and the predictors of these barriers. Five hundred and forty-two English as a Second Language MOOC participants responded to pre- and post-questionnaires. Using exploratory factor analysis three kinds of barriers were identified, namely: 'Lack of interestingness/relevance', 'Lack of time/bad planning' and 'Lack of knowledge/technical problem'. The effects of the participant's age, gender and level of self-efficacy, motivation, self-regulation learning skills and the intention to complete the course were analyzed as predictors of those barriers. Theoretical and practical implications regarding online learner satisfaction are discussed.
机译：本研究重点介绍，识别MOOC参与者的满足障碍以及这些障碍的预测因子。作为第二语言MOOC参与者的五百四十二英语，回应了问卷前和问卷前。使用探索因素分析，确定了三种障碍，即：“缺乏有趣/相关性”，“缺乏时间/不良计划”和“缺乏知识/技术问题”。参与者年龄，性别和自我效力，自我监管学习技巧以及完成课程的意图的影响被分析为这些障碍的预测因素。讨论了关于在线学习者满意度的理论和实践意义。

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