MOOCs

Purpose: This study uses TAM theory to better understand variables that are indicative of MOOCs’ courses’ completion rates; furthermore, this paper scrutinizes the quantitative relationship between MOOC platform usage and learning satisfaction. Methodology: This was an applied research in a virtual community called Coursera where people all over the world participate. The research design was quantitative and the questionnaire link was posted on the Coursera, with convenience sampling. Data collection process started from November 12, 2020 until February 23, 2021, and 234 users of the selected MOOC platform (Coursera) participated to evaluate the proposed model. A multivariable systematic technique (PLS) was applied to analyze the model. To conduct the reliability test, individual item loadings and internal consistency were consulted. Convergent validity of the model was measured via the Structural Equation Model (SEM). The examination of the SEM was incorporated an evaluation of the path coefficients and R2 values. Findings: The loadings of all measurement items are larger than 0.792, indicating sound internal reliability of the dataset. Moreover, the Cronbach's alpha values are all > 0.7 which proves the internal consistency of the research model. In this research, the range of CR is 0.838 to 0.947 and the range of AVEs 0.634–0.857, both exceeding the threshold values for desirable convergent validity. To obtain discriminant validity, the square root of AVE should be larger than the correlation among the constructs. The value of each AVE’s square root is greater than the off-diagonal components. The model explains 21.1% of the variance in perceived usefulness, 20.9% in perceived ease of use, 26.9% in attitude to use, 20.0% in MOOC platform actual usage and 24.2% of the variance in learning satisfaction. The path coefficient from quantity and quality of knowledge (β=0.261, p<0.01) and perceived feedback (β=0.215, p<0.01) to PU are positive. The results show that perceived feedback (β=0.275, p<0.01), perceived complexity (β=-0.367, p<0.01) significantly and meaningfully affect PEOU. The PU showed a positive and strong effect on attitude to use (β=0.271, p<0.01), MOOC platform actual usage (β=0.360, p<0.01), and learning satisfaction (β=0.277, p<0.01). Conclusion: The results indicated that the quantity and quality of the knowledge and perceived feedback have a positive and significant impact on the perceived usefulness of MOOCs. The perceived complexity as a negative construct was found to be an important indicator of MOOC platforms usage.

This study aimed to examine the impact of flipped classroom (FC) integrated with Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated learning (SRL) strategies in writing. To this end, 60 intermediate college students, who were homogenized by a placement test, were selected and randomly divided into experimental and control groups. The treatment for the experimental group (flipped classroom integrated with MOOCs), took place in three phases, namely before class, in class, and after class. Before class, the materials and sources were delivered via Moodle application, a MOOC-based educational program. In class, the students participated in group discussions and an interactive feedback session. After class, they received online support. The participants in the control group attended the traditional face-to-face writing course, without the use of any technology-based instruments. They underwent only two phases: in-class and after-class activities. Before the treatment, an SRL strategies questionnaire was administered to all the participants. The same questionnaire was again administered to them at the end of the treatment. The results of ANOVA revealed that flipped classroom integrated with MOOCs had a statistically significant positive effect on the experimental group’s overall use of SRL strategies. Similarly, the method, performance, and social environment SRL dimensions improved significantly in the experimental group. Flipped classroom integrated with MOOCs may provide valuable insights for EFL contexts, particularly by encouraging self-regulated learning and reducing teacher workload, which can support the development of academic writing skills.