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Learning strategies as a mediator for motivation towards sense of academic achievement in MOOC for astronomy-related sciences students
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The goal of the research was to examine the contribution of learning strategies as a mediator for motivation and a sense of achievement in a Massive Open Online Course (MOOC), among students who participate in a unique program in Israel, called “Academy Online – MOOCs in the Israeli Education System”. The goal of the program was to integrate an inn...
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Learners are demanded more self-regulatory capability to carry on effective online learning. Online course instructors attempt to stimulate online learners' effective self-regulated learning (SRL) to support effective learning and enhance achievement. Knowing how the online learners learn in SRL loop will contribute to the effective course design a...
In MOOCs, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated learning (SRL) in order to successfully study in a MOOC. Learners however often struggle to self-regulate their learning. We implemented an SRL intervention in three MOOCs. The intervention consisted of thr...
This case study investigated the self-regulated learning strategies that university students employ while engaging with Massive Open Online Courses (MOOCs) as part of an English for Academic Purposes (EAP) course. Self-Regulated Learning (SRL) involves the processes whereby students plan, monitor, evaluate, and adjust their performance towards goal...
The aim of this paper is to track down elements of self-regulated learning in a massive open online course regarding social capital. Specifically, the study is oriented to explore the relationship between feeling of belonging to an online community and individual and collective regulation of learning. For this aim, a combination of two already test...
Data structure is a foundation subject for computer science students in Malaysian universities. To fully grasp the subject, students are required to do a lot of exercises. Many students, however, are lacking the motivation to either carry out the exercises or to actively participate in the teaching and learning process. As a result, they find it di...
Citations
... The top ten open codes with the highest number of reference points were as follows: taking notes (80), interaction in the comment section (54), completion of exercises (33), timely assignment submission (28), effective time management (27), study plan development (25), active participation in discussions (23), utilization of supplementary reading materials (23), integration of online learning with offline professional courses (19), and reviewing recorded class sessions for further understanding (18). The distribution of the open code is visually represented through a word cloud ( Figure 1). ...
... Resource management is a strategy through which learners construct a learning environment depending on their own needs, such as through the arrangement of learning time, the use of a learning environment, peer learning, and seeking help [19]. As a form of distance education, MOOCs offer learners the autonomy to determine their learning time, location, content, and progress. ...
... Participant S19 mentioned that receiving recognition from others served as an encouragement that motivated further learning. Previous studies have shown that the more motivated learners are, the higher their sense of achievement in MOOC learning will be, and that more learning strategies need to be applied in MOOC learning [19]. ...
To enhance the development of massive open online course (MOOC) teaching and learning, prevalent methods and characteristics employed by college students in MOOC learning strategies must be investigated. This study employed the grounded theory approach to systematically encode and construct a learning strategy model for the use of MOOCs among college students in China. This study used data obtained from 57 college students and applied qualitative research coding procedures and NVivo software (version 12.0). The results revealed that the core learning strategies used by college students in MOOC learning could be categorized into cognitive, resource management, and metacognitive types. Five specific learning strategies were most frequently used: elaboration, interactive and cooperation, help-seeking, effort management, and information selection strategies. However, association and questioning strategies are infrequently employed by college students in their learning. Therefore, educators must actively guide students to expand their innovative thinking abilities by implementing these strategies.
... The development of the communication revolution and its means, and the associated rapid spread of knowledge and information, requires the educational institution to achieve more activity and effectiveness, innovation and renewal to keep pace with these changes, and that interest in the development of education is a fundamental goal of its goals (Dell'Era et al., 2020), and amid development, which is one of the features of the The use of a variety of modern teaching-learning strategies contributes to the development of the learner's thinking and the acquisition of facts, information, and concepts, and adds educational activities that make his learning meaningful and understandable, not just memorizing information (Magen-Nagar & Cohen, 2017). ...
The present research aimed at investigating the availability of the requirements of the STEAM approach among intermediate-stage teachers and their attitudes towards the STEAM approach in public schools of Amman city, Jordan. This was a cross-sectional study that recruited a sample of 294 intermediate-stage mathematics teachers. A researcher-developed questionnaire was used in this study. It comprised 46 items (30 items for the availability of the STEAM approach requirements and 16 items for teachers' attitudes towards the STEAM approach). The data gathered in this study was analyzed using the SPSS. The results showed that the requirements of the STEAM education approach were high. Exploring the domains of STEAM requirements revealed that the implementation domain was the highest available requirement (3.90±0.54), followed by the planning domain (3.81±0.68) was available at a high degree, and lastly the assessment domain (3.11±0.76) at a moderate degree. In addition, the results showed that the enrolled mathematics teachers had positive attitudes toward using the STEAM education approach in teaching mathematics. It was found the most positive attitudes were within the desire to apply the strategy domain (4.18±0.60), followed by the motivation and self-learning domain (4.06±0.83), thinking and problem-solving domain (3.66±1.08) and the last one was collaboration and communication domain (3.21±0.59). The study concluded that STEAM approach requirements are available to a high degree as perceived by intermediate-stage mathematics teachers and they had positive attitudes towards using the STEAM approach in teaching mathematics in the public schools in Amman city, Jordan. Keywords: STEAM, requirements, attitudes, intermediate stage, mathematics, Jordan
... Intrinsic motivation arises from oneself to increase curiosity and explore new things (Nada Ali Hakami, 2018). According to (de Barba et al., 2016;Magen-Nagar & Cohen, 2017) intrinsic motivation affects the use of technology. In this regard, research (Nada Ali Hakami, 2018) shows the importance of intrinsic motivation for the service and completion of MOOCs. ...
One type of e-learning category is Massive Open Online Courses (MOOCs). MOOCs or MOOC promote the "democratization of education" that allows education to be accessed by everyone from anywhere and anytime. The use of MOOCs gives students access to a wide variety of resources. MOOs enable students to have sufficient storage capacity to store their materials. MOOCs have the potential to improve digital capabilities in the face of digital transformation. The intention to use MOOC is relatively high, however, in terms of class completion rate and motivation to pass on MOOC is relatively low. These conditions need to be examined to increase the success rate of MOOCs usage. This research develops a model and identifies factors that influence the successful use of MOOCs to prepare digital talent. The approach is a mixed method that collects quantitative data using an online questionnaire and qualitative data via interviews. The researcher took data from 91 samples and eight informants for interviews. In the study results, 6 out of 12 hypotheses are accepted in this study. The factors that influence a person in completing MOOC either directly or indirectly include Performance expectancy, willingness to earn certificates, MOOC quality, and Intrinsic motivation. This research also produces recommendations that can be used as consideration for parties related to MOOC.
... Intrinsic motivation arises from oneself to increase curiosity and explore new things (Nada Ali Hakami, 2018). According to (de Barba et al., 2016;Magen-Nagar & Cohen, 2017) intrinsic motivation affects the use of technology. In this regard, research (Nada Ali Hakami, 2018) shows the importance of intrinsic motivation for the service and completion of MOOCs. ...
One type of e-learning category is Massive Open Online Courses (MOOCs). MOOCs or MOOC promote the "democratization of education" that allows education to be accessed by everyone from anywhere and anytime. The use of MOOCs gives students access to a wide variety of resources. MOOs enable students to have sufficient storage capacity to store their materials. MOOCs have the potential to improve digital capabilities in the face of digital transformation. The intention to use MOOC is relatively high, however, in terms of class completion rate and motivation to pass on MOOC is relatively low. These conditions need to be examined to increase the success rate of MOOCs usage. This research develops a model and identifies factors that influence the successful use of MOOCs to prepare digital talent. The approach is a mixed method that collects quantitative data using an online questionnaire and qualitative data via interviews. The researcher took data from 91 samples and eight informants for interviews. In the study results, 6 out of 12 hypotheses are accepted in this study. The factors that influence a person in completing MOOC either directly or indirectly include Performance expectancy, willingness to earn certificates, MOOC quality, and Intrinsic motivation. This research also produces recommendations that can be used as consideration for parties related to MOOC.
... Self-regulated learning (SRL) is critical in MOOCs that "require high levels of learner autonomy and low levels of teacher presence" (Loizidou, 2021). The open and flexible nature of MOOCs places the onus on individual learners to create and navigate their own learning journey (Magen-Nagar and Cohen, 2017). Selfregulated learning (SRL) strategies, such as (meta)cognitive, motivational, and behavioral strategies use in the context of online language learning remain in need of further empirical inquiry . ...
... Online self-regulated learning strategies are proven to be predictors of students' perceived usefulness of online learning activities (Shih et al., 2019), and students' better online behavioral and cognitive engagement benefited from their use of SRL strategies (Guo et al., 2021). Previous studies into the role of self-regulated learning in MOOCs have found learners' selfregulated learning strategies are positively related to their engagement and academic performance (Kizilcec et al., 2017;Magen-Nagar and Cohen, 2017). Albelbisi et al. (2021) revealed that self-regulated learning strategies are a key determinant of MOOC success based on a structural equation modeling analysis. ...
Self-regulated learning in technology-supported environments has attracted much scholarly attention in recent years. With the rapid expansion of online education, students’ emotions have also been studied extensively in second language acquisition. However, few empirical studies have examined the interrelationship between students’ self-regulated learning and emotions in the emerging field of language MOOCs (LMOOCs). This study bridged this gap by exploring the relationship between foreign language enjoyment (FLE), boredom (FLB), self-regulated learning (SRL), and perceived effectiveness in LMOOC learning. Data were collected among 356 successful learners of a language MOOC in mainland China through a cross-sectional study. The results showed that LMOOC learners had a high level of enjoyment and a moderate level of boredom. A significantly positive relationship was noted between FLE and SRL while a negative relationship was found between FLB and SRL. SRL was confirmed to be the mediator between FLE, FLB, and PE, which partially mediated the effects of FLE on PE and fully mediated the effects of FLB on PE. Perceived effectiveness was predicted by all SRL strategies and time management significantly predicted perceived effectiveness. The results provided pedagogical implications for students to develop positive emotions and effective SRL strategies to achieve better learning outcomes in LMOOC learning.
... Ego and freedom in deciding to engage in MOOCs due to self, as well as self-assessed preparedness of past knowledge and abilities [4], are the key concepts behind MOOCs. Because of the growing popularity of these MOOCs, some institutions and universities have decided to include them in their curricula [8]. ...
MOOCs have grown in popularity in universities, but the agents that influence users’ acceptance of MOOCs are little understood. The large and open nature of MOOCs puts the student in charge of their own learning. As a result, it is critical to comprehend learner behavior. The research is conceptually founded on the innovation diffusion theory (IDT), as well as knowledge management (KM) and the technological adoption paradigm (TAM). In theory, eight separate factors were discovered as contributing to perceived usefulness, as well as perceived ease of use toward attitude toward utilizing MOOC systems and MOOC use intention. A survey questionnaire based on the innovation diffusion theory (IDT), knowledge management (KM) components, and the technological acceptance model (TAM) was used to collect data from 284 university students who were randomly selected. SPSS and SEM-Amos were used for data analysis. The findings show that perceived technology fit, perceived enjoyment, perceived compatibility (PC), trialability (TR), observability (OB), perceived usefulness (PU), perceived ease of use (PEOU), and attitude towards using the system (MOOCs) are the most important predictors of university students’ continued intention to use MOOCs (MOOCs). Through attitudes toward utilizing systems, perceived utility and perceived ease of use have an indirect impact on sustained intention (MOOCs). Both effort-perceived utility and perceived ease of use impact knowledge application, knowledge access, perceived technology fit, perceived pleasure, perceived compatibility (PC), trialability (TR), and observability (OB). Perceived compatibility (PC) has no bearing on perceived ease of use, while perceived technological fit (PTF) has no bearing on perceived utility. The findings will aid researchers and practitioners in better understanding university students’ intentions to use MOOCs in the future. This study’s ramifications and shortcomings are also discussed.
... Similar research was carried out in Israel. It identified the correlation between the level of students' motivation to learn and using MOOCs (Magen-Nagar and Cohen, 2016). Israeli scientists concluded that MOOCs were effective tools that influence positively the self-motivation of students. ...
This paper aims to analyse the impact of MOOC-based mobile applications on the learning process, memory development, knowledge sharing, and student motivation to study. The study analyzes the existing electronic educational resources of universities. The study design includes two types of surveys (before and after MOOC-based training). The sample population included 662 students of 1–4 courses. A survey conducted before the training showed that 54% of respondents rated their technical competence level as average, 43% rated it as high, and 3% rated it as low. About 83% of respondents noted that mobile applications and online educational courses have affected their academic performance in learning, memory development, and learning ability. The post-training survey results indicated an improvement in the group performance of students who learned with mobile applications on MOOC platforms. The practical significance of the research is determined by the possibility of using the program based on MOOC mobile applications at different faculties of the university. The paper also supplements existing studies with new data on the impact of learning using MOOCs mobile applications on the educational process.
... We carefully reviewed the measurement items of SDL and found that some studies utilized measurements that could not be categorized into one of the three SDL dimensions (k ¼ 4). For instance, Kim et al. (2021) Motivation consists of extrinsic and intrinsic motivation (e.g., Alemayehu & Chen, 2021; Liu et al., 2022;Magen-Nagar & Cohen, 2017), goal orientation or goal-setting (e.g., Kizilcec et al., 2017;Li, 2019;Rabin et al., 2019), and self-efficacy for learning (e.g., Alemayehu & Chen, 2021). Self-monitoring includes the dimensions of SRL, such as SRL strategies (e.g., Lee et al., 2021), self-regulation, self-monitoring (e.g., Alemayehu & Chen, 2021), self-control, self-development (e.g., Liu et al., 2022), learning strategies (e.g., Magen-Nagar & Cohen, 2017), strategic planning (e.g., Kizilcec et al., 2017), cognitive or metacognitive strategies (e.g., Lee et al., 2020), the self-instruction of systematic learning (e.g., Lan et al., 2019), and self-evaluation (e.g., Kizilcec et al., 2017). ...
... For instance, Kim et al. (2021) Motivation consists of extrinsic and intrinsic motivation (e.g., Alemayehu & Chen, 2021; Liu et al., 2022;Magen-Nagar & Cohen, 2017), goal orientation or goal-setting (e.g., Kizilcec et al., 2017;Li, 2019;Rabin et al., 2019), and self-efficacy for learning (e.g., Alemayehu & Chen, 2021). Self-monitoring includes the dimensions of SRL, such as SRL strategies (e.g., Lee et al., 2021), self-regulation, self-monitoring (e.g., Alemayehu & Chen, 2021), self-control, self-development (e.g., Liu et al., 2022), learning strategies (e.g., Magen-Nagar & Cohen, 2017), strategic planning (e.g., Kizilcec et al., 2017), cognitive or metacognitive strategies (e.g., Lee et al., 2020), the self-instruction of systematic learning (e.g., Lan et al., 2019), and self-evaluation (e.g., Kizilcec et al., 2017). Self-management focuses on the behavioral aspects of SDL, including effort Kizilcec et al., 2017), and persistence (e.g., Lan & Lu, 2017). ...
... The number of learning outcomes in the affective domain (k ¼ 40) predominantly outnumbered the number of learning outcomes in the behavioral (k ¼ 18) and cognitive domains (k ¼ 2). The affective domain includes learning satisfaction (e.g., Li, 2019;Liu et al., 2022;Rabin et al., 2019), sense of achievement (e.g., Magen-Nagar & Cohen, 2017), attitudes toward learning, commitment (e.g., Kim et al., 2021), intention for further learning (e.g., Kim et al., 2021), engagement (e.g., Alemayehu & Chen, 2021;Lan et al., 2019;Liu et al., 2022;, commitment (e.g., Kim et al., 2021), and perceived effectiveness or affective learning (e.g., Lee et al., 2021;Li, 2019). ...
Self-directed learning (SDL) is a critical success factor for massive open online course (MOOC) learners. This meta-analysis study examined the influence of SDL on learning outcomes in MOOCs by extracting the effect sizes of 60 samples from 14 studies published between January 2010 and April 2022. The results showed that the overall effects of SDL on learning outcomes in MOOCs have a medium effect size, which supports many previous studies that have reported positive effects of SDL on academic achievement in MOOCs. There was also a significant difference in the effect size of SDL on learning outcomes among adult learners, undergraduates, and middle and high school students. The influence of self-management on learning outcomes was significantly smaller than on motivation and self-monitoring. However, there were no significant differences in affective, cognitive, and behavioral learning domains in terms of the influence of SDL on learning outcomes.
... Previous studies have found that the interaction of teachers and lecturers has a motivational effect as well as a positive influence on student educational behavior [35]. The findings of a study by Hein [36] also found the existence of a significant relationship between teachers 'interpersonal, teaching strategies [37] as well as teaching styles that support students 'motivation in their learning [36]. Studies also show the behavior, as well as attitudes and emotions of teachers [38] affecting student motivation and their learning [36]. ...
Learning motivation is an important element in contributing to the effectiveness of the implementation of an educational program that shapes the character of students. A weak relationship of the elements of learning motivation will cause the objectives of the implementation of the program are not achieved. This study aims to measure the role of learning motivation as a mediator with all key elements of the implementation of the Professional Mukmin Program (PMP), namely PMP module content, the role of lecturers, management support and environmental support for the formation of ‘Insaniah’ leadership character of students in MARA Professional College. The study subjects consisted of 674 students in throughout Malaysia. Quantitative methods were implemented using the SmartPLS Path model. The results of the study confirmed the role of learning motivation as a mediator with all the key elements to the formation of students' ‘Insaniah’ leadership character. The study also confirmed all the learning motivation hypotheses has a significant relationship with all key elements in contributing to the formation of students’ ‘Insaniah’ leadership character. The results of the study will be a guide in the evaluation of other elements that also contribute to the formation of the ‘Insaniah’ leadership character of students in MARA Professional College.
... In traditional MOOCs, students usually lack sufficient guidance and support (Kasch, Van Rosmalen, & Kalz, 2021), and struggle with self-regulation & Aivaloglou, 2017; Politis et al., 2017). Distinguishing between blended and non-blended MOOCs might be important: the learning processes, motivation, and retention of blended and non-blended K-12 MOOCs may be substantially different (de Kereki, & Paulos, 2014;Magen-Nagar & Cohen, 2017). In line with the evidence from the tertiary level, blended K-12 MOOCs could be especially promising. ...
... The two exceptions are Hermans and Aivaloglou (2017), who compared students younger than twelve with students older than twelve, and Yin, Adams, Goble, & Vargas-Madriz (2015), who relied on a diverse sample of children working on MOOCs together with their parents. The other seven studies investigate MOOCs that do not have a specific target group (de Waard & Demeulenaere, 2017;Panyajamorn et al., 2016;Sands & Yadav, 2020), or that are aimed at university students (Kurhila & Vihavainen, 2015;Magen-Nagar & Cohen, 2017;Perach & Alexandron, 2021) and teachers (Nigh, Pytash, Ferdig, & Merchant, 2015). Since K-12 students are different from adult learners, it may be beneficial to develop specific K-12 MOOCs (Briggs & Crompton, 2016;Filvà et al., 2014;Yin, Adams, Goble, & Vargas-Madriz, 2015). ...
... Overall, students may be willing to learn with MOOCs (de Kereki, & Paulos, 2014;Nigh et al., 2015;Politis et al., 2017); however, evidence for the factors predicting the acceptance of K-12 MOOCs is scarce. An exception is the study by Magen-Nagar and Cohen (2017), who report positive correlations among the students' learning strategies, motivation, and perceived learning effects. However, the authors call for more evidence explaining the learning effects and student motivation in K-12 MOOCs. ...
Massive Open Online Courses (MOOCs) have received much attention in higher education; however, evidence about MOOCs at the K-12 level is scarce. To shed light on the phenomenon, we use the i-MOOC that aims at fostering upper secondary level students’ information literacy. The i-MOOC is a blended MOOC developed and refined in a design research process; it meets established criteria for high-quality MOOCs. In 2020, 1032 upper secondary level students in German-speaking Switzerland took the i-MOOC; the sample comprises N = 167 students who voluntarily filled in a questionnaire. The students are mainly from high schools and vocational schools. Learning effects are captured with a performance test. Information literacy gains are significant and medium in size: d = 0.75. The technology acceptance of students is evaluated using the extended unified theory of acceptance and use of technology (UTAUT2). Student technology acceptance of K-12 MOOCs is primarily driven by hedonic motivation, i.e., perceived fun and entertainment. However, this type of motivation negatively predicts learning gains. Implications for teachers and educational decision makers are discussed.
