The Relationship between Students' MOOC-Efficacy and Meaningful Learning

Autor/inn/en	Ghazali, Norliza; Nordin, Mohamad Sahari; Abdullah, Arnida; Ayub, Ahmad Fauzi Mohd
Titel	The Relationship between Students' MOOC-Efficacy and Meaningful Learning
Quelle	In: Asian Journal of University Education, 16 (2020) 3, S.89-101 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Large Group Instruction; Online Courses; Undergraduate Students; Self Efficacy; Correlation; Foreign Countries; Technological Literacy; Value Judgment; Cooperative Learning; Active Learning; Authentic Learning; Constructivism (Learning); Intentional Learning; Malaysia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Self-efficacy; Selbstwirksamkeit; Korrelation; Ausland; Technisches Wissen; Werturteil; Kooperatives Lernen; Aktives Lernen; Intentionales Lernen
Abstract	This research explored two important constructs in 21st century e-education--students' MOOC-efficacy and meaningful learning among undergraduate students in selected public universities in Malaysia. Its main objective was to examine the causal relationship of students' MOOC-efficacy on meaningful learning. The study conceptualized students' MOOC-efficacy in four dimensions (i.e. information searching, making queries, MOOC learning, and MOOC usability), while conceiving meaningful learning as having five dimensions (i.e. cooperative learning, active learning, authentic learning, constructive learning, and intentional learning). This research applied cross-sectional survey design. Data were collected with a 52-item questionnaire whose reliability indexes ranged from 0.822 to 0.890 for the dimensions. The study's population was identified as university students who have had some experience with MOOCs and who willingly volunteered to participate in the research. A sample of 603 respondents was drawn through simple random sampling. The full-fledged Structural Equation Modeling (SEM) was adopted for data analysis. The finding indicated that students' MOOC-efficacy was positively associated with meaningful learning. The results show that students' MOOC-efficacy explains 67% of the variance in meaningful learning. The fit indices indicate an adequate fit: RMSEA = 0.041, CFI = 0.923 and X[superscript 2]/df = 2.067. The finding provides further insights into what works in an open online environment. The insights may be used to fulfill learners' needs and preferences. MOOC-efficacy interventions are crucial in order to encourage students' meaningful learning in the e-learning platform. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01