Influence of Students’ MOOC Learning Effectiveness: Adjust industry 4.0 & 107 curriculum reform
ChunMei Chou, ChienHua Shen, HsiChi Hsiao, Tsu-Chuan Shen
Available Online May 2018.
- https://doi.org/10.2991/ichssr-18.2018.15How to use a DOI?
- e-learning acceptance, self-regulation, and MOOC learning effectiveness
- This study aims to analyze the correlation (N=636) among tertiary students’ perceived e-learning acceptance, self-regulation, and MOOC learning effectiveness in Taiwan. Students’ perceived e-learning acceptance includes four factors, namely, convenience learning, useful learning, interesting learning, and technology learning. Self-regulated learning includes four factors, namely, goal-setting, self-efficacy, effectiveness, and self-evaluation. MOOC learning effectiveness includes four factors, namely, perceived enjoyment, perceived usefulness, perceived satisfaction, and perceived openness. Analysis was conducted using the structural equation modeling (SEM), and a good model fit was found for both the measurement and structural models. Research findings demonstrate that tertiary students’ e-learning acceptance significantly and directly influences MOOC learning effectiveness. E-learning acceptance significantly and indirectly influences MOOC learning effectiveness by self-regulation. Tertiary school students’ e-learning acceptance and self-regulated learning fit the influence model and empirical data of MOOC learning effectiveness.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - ChunMei Chou AU - ChienHua Shen AU - HsiChi Hsiao AU - Tsu-Chuan Shen PY - 2018/05 DA - 2018/05 TI - Influence of Students’ MOOC Learning Effectiveness: Adjust industry 4.0 & 107 curriculum reform BT - 2018 4th International Conference on Humanities and Social Science Research (ICHSSR 2018) PB - Atlantis Press SP - 77 EP - 80 SN - 2352-5398 UR - https://doi.org/10.2991/ichssr-18.2018.15 DO - https://doi.org/10.2991/ichssr-18.2018.15 ID - Chou2018/05 ER -