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首页> 外文期刊>Computers & education >Explaining Chinese university students' continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective
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Explaining Chinese university students' continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective

机译：在MOOC背景下解释中国大学生的继续学习意图：一种改进的期望确认模型视角

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摘要

To gain more insight into the issue of high dropout rate in MOOC learning, this study aims at exploring the factors underlying the continuance intention to learn in the Massive Open Online Course (MOOC) setting. By modifying and extending the Expectation Confirmation Model (ECM), the authors propose a research model that includes cognitive and affective variables, captures reflections of the past and expectations for the future and takes into account both intrinsic and extrinsic motives in the model construction to explain learners' intention to persist in learning a MOOC. The proposed model was tested with data from Chinese university students. The results show that the proposed model can explain 48% of continuance intention. The new variables (attitude and curiosity) added to the ECM were all found to be significant in explaining continuance intention. This study deepens our understanding of the development of learners' continuance intention in the MOOC setting in the following aspects: (a) although the personal trait, curiosity, was found to predict subsequent continuance intention, attitude played a considerably dominant role. In addition to respecting individual differences, practitioners can devise appropriate interventions to change attitudes and influence learners' retention in MOOCs; (b) the strong link between confirmation and both satisfaction and attitude suggests that MOOC instructors or designers must be prudent in advertising the courses to avoid exaggerating their benefits and the system's affordances.
机译：为了更深入地了解MOOC学习中的高辍学率问题，本研究旨在探索在大规模开放在线课程（MOOC）中继续学习意图的潜在因素。通过修改和扩展期望确认模型（ECM），作者提出了一个研究模型，该模型包括认知变量和情感变量，捕获了过去的反映以及对未来的期望，并考虑了模型构建过程中的内在动机和外在动机学习者坚持学习MOOC的意愿。该模型通过中国大学生的数据进行了测试。结果表明，该模型可以解释48％的持续意愿。人们发现，添加到ECM中的新变量（态度和好奇心）对于解释持续性意图均具有重要意义。这项研究从以下几个方面加深了我们对学习者的持续意愿发展的理解：（a）尽管个人特质，好奇心被发现可以预测随后的持续意愿，但态度在很大程度上起着主导作用。除了尊重个体差异外，从业者还可以采取适当的干预措施，以改变态度并影响学习者对MOOC的保留; （b）确认与满意度和态度之间的紧密联系表明，MOOC的讲师或设计师必须谨慎地对课程进行广告宣传，以免夸大其好处和系统的收费。

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  • 来源
    《Computers & education》 |2020年第6期|103850.1-103850.16|共16页
  • 作者

  • 作者单位

    Murdoch Univ Discipline Educ 90 South St Murdoch WA 6150 Australia|Univ Macau Fac Educ Macau Peoples R China;

    Murdoch Univ Discipline Educ 90 South St Murdoch WA 6150 Australia;

    Qingdao Univ Sch Foreign Languages 308 Ningxia Rd Qingdao Peoples R China;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

    distance education and online learning; Pedagogical issues; Post-secondary education;

    机译：远程教育和在线学习;教学问题;专上教育;
  • 入库时间 2022-08-18 05:21:14

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