An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs

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.

Marco Kalz

Professor of Educational Technology

My research interests is on open education, pervasive technologies and formative assessment to support (lifelong) learning and knowledge construction.