Mechanism of Continuous Learning Behavior among Massive Open Online Course Learners

Abstract

In recent years, Massive Open Online Course (MOOC) has been popular with researchers due to its characteristics of supporting autonomous learning and reaching a larger audience than traditional online learning. Nevertheless, there are some obvious shortcomings of recent MOOC, including the low completion rate, unsatisfactory learning effect and high dropout rate subject to various difficulties. The influencing factors of self-regulated learning of MOOC learners, including service quality, attitude and course quality, are derived from the research of Nour and Farrah from the University of Malaysia. An interpretative structural model of the relationship among the influencing factors is further constructed based on the subjective experience of two coders. This procedure not only facilitated the classification of the influencing factors into layers but also clarified the factors and their influence paths on the self-regulated learning of MOOC learners. Finally, based on the above research, constructive suggestions are put forward to promote the continuous learning behavior of MOOC learners.