Lee Yechan, Song Hae-Deok
College of Education, Chung-Ang University, Seoul, South Korea.
Department of Education, College of Education, Chung-Ang University, Seoul, South Korea.
Front Psychol. 2022 Aug 16;13:958945. doi: 10.3389/fpsyg.2022.958945. eCollection 2022.
Managing learning continuity is critical for successful MOOC learning. Thus, enabling learners to have learning persistence needs to be integrated into the MOOC learning design. Motivation effort is a critical component enabling students to maintain continuous MOOC learning. The expectancy-value theory explains why learners engage in learning: (1) they have a higher perceived ability for learning success, (2) place value on learning, and (3) avoid psychological costs. However, it is unclear how these factors affect MOOC learning persistence and how learners' motivation is formed from this perspective. This experimental study explored how learners' motivational variables affect their learning persistence, focusing on the expectancy-value theory. The results of this study indicated that academic self-efficacy and task value had significant positive effects on learning persistence. The structural relationship of antecedent, process, and outcome variables showed that teaching presence as an antecedent had a significantly positive effect on academic self-efficacy and task value. Among the three factors of the expectancy-value theory, only the task value influenced learning persistence through student engagement as a mediator. Based on the results, suggestions are provided for motivating MOOC environments that support learners' continuous MOOC learning.
管理学习连续性对于成功的慕课学习至关重要。因此，使学习者具备学习坚持性需要融入到慕课学习设计中。动机努力是使学生保持持续慕课学习的关键要素。期望价值理论解释了学习者参与学习的原因：（1）他们对学习成功有更高的感知能力，（2）重视学习，（3）避免心理成本。然而，尚不清楚这些因素如何影响慕课学习坚持性，以及从这个角度来看学习者的动机是如何形成的。这项实验研究聚焦于期望价值理论，探讨了学习者的动机变量如何影响他们的学习坚持性。该研究结果表明，学业自我效能感和任务价值对学习坚持性有显著的正向影响。前因、过程和结果变量的结构关系表明，作为前因的教学临场感对学业自我效能感和任务价值有显著的正向影响。在期望价值理论的三个因素中，只有任务价值通过学生参与作为中介影响学习坚持性。基于研究结果，为激发支持学习者持续慕课学习的慕课环境提供了建议。
