This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner's intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC's benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC's benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC's benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.
%0 Journal Article
%1 Rabin2019
%A Rabin, Eyal
%A Kalman, Yoram M.
%A Kalz, Marco
%D 2019
%J International Journal of Educational Technology in Higher Education
%K MOOCs assessment design evaluation learner-centered learning
%N 1
%P 14
%R 10.1186/s41239-019-0144-3
%T An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs
%U https://doi.org/10.1186/s41239-019-0144-3
%V 16
%X This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner's intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC's benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC's benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC's benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.
@article{Rabin2019,
abstract = {This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner's intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC's benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC's benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC's benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.},
added-at = {2019-04-29T09:47:26.000+0200},
author = {Rabin, Eyal and Kalman, Yoram M. and Kalz, Marco},
biburl = {https://www.bibsonomy.org/bibtex/240b1bc59afdf5acef16fca1222cc28f5/yish},
day = 29,
doi = {10.1186/s41239-019-0144-3},
interhash = {397a8567145e1abb941de46f19e9bcf3},
intrahash = {40b1bc59afdf5acef16fca1222cc28f5},
issn = {2365-9440},
journal = {International Journal of Educational Technology in Higher Education},
keywords = {MOOCs assessment design evaluation learner-centered learning},
month = apr,
number = 1,
pages = 14,
timestamp = {2019-04-29T09:47:26.000+0200},
title = {An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs},
url = {https://doi.org/10.1186/s41239-019-0144-3},
volume = 16,
year = 2019
}