2021
DOI: 10.1016/j.compedu.2021.104171
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Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC

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Cited by 73 publications
(45 citation statements)
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References 69 publications
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“…There are also some exceptions in this study. The research authored by Kim et al (2021) failed to find any significant effect of behavioral intention on online learning in South Korea possibly due to its limitations. The data merely retrieved from self-reported questionnaires based on participants' self-perceptions, whose reliability is dependent on their understandings.…”
Section: Discussionmentioning
confidence: 99%
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“…There are also some exceptions in this study. The research authored by Kim et al (2021) failed to find any significant effect of behavioral intention on online learning in South Korea possibly due to its limitations. The data merely retrieved from self-reported questionnaires based on participants' self-perceptions, whose reliability is dependent on their understandings.…”
Section: Discussionmentioning
confidence: 99%
“…Online learning success to a large extent depends on the degree of self-regulation (Terras & Ramsay, 2015). Online learning engagement, positively correlated with online performance (Kim et al, 2021), could encourage learners to spend more effort and could thus play a critical role in online learning success (Tseng, 2018). Given the importance of online learning engagement, we propose a null hypothesis as follows:…”
Section: Engagementmentioning
confidence: 99%
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“…For example, in the C4 course, there is a significant correlation between academic performance and behavioral features such as forum interaction and course video viewing ( p < 0.01). However, in the C10 course, there is no significant correlation between academic performance and the partial behavioral features such as forum interaction and course video viewing, which indicates that the overall learning status of learners may be affected by learning styles [ 23 ] and course design [ 24 ].…”
Section: Experiments and Results Analysismentioning
confidence: 99%
“…In a MOOC environment, a lack of instructor presence may obstruct learners' dedication and learning processes (Kim et al, 2021). Using survey responses from 664 learners, Kim et al (2021) evaluated the links between MOOC design features, learner commitment, self-directed learning, and future learning aspirations. The findings indicated that the transactional distance between learners and content was linked to students' self-directed learning.…”
Section: Factors That Contribute To Attaining the Satisfaction That Leads To The Completion Of A Moocmentioning
confidence: 99%