TY - JOUR
T1 - The effects of metacognition on online learning interest and continuance to learn with MOOCs
AU - Tsai, Ya hsun
AU - Lin, Chien hung
AU - Hong, Jon Chao
AU - Tai, Kai hsin
N1 - Funding Information:
This research is partially supported by the “Aim for the Top University Project” and “Center of Learning Technology for Chinese” of National Taiwan Normal University (NTNU) , sponsored by the Ministry of Education , Taiwan, R.O.C. and the “International Research-Intensive Center of Excellence Program” of NTNU and Ministry of Science and Technology , Taiwan, R.O.C. under Grant no. MOST 104-2911-I-003-301 .
Funding Information:
This research is partially supported by the “Aim for the Top University Project” and “Center of Learning Technology for Chinese” of National Taiwan Normal University (NTNU), sponsored by the Ministry of Education, Taiwan, R.O.C. and the “International Research-Intensive Center of Excellence Program” of NTNU and Ministry of Science and Technology, Taiwan, R.O.C. under Grant no. MOST 104-2911-I-003-301.
Publisher Copyright:
© 2018 Elsevier Ltd
PY - 2018/6
Y1 - 2018/6
N2 - Developments in technology have made online teacher training applicable to MOOCs, but the validation of MOOCs presents some challenges, including the high dropout rate and low continuance intention to learn via MOOCs. The purpose of this study is to propose a unified model integrating metacognition and learning interest to investigate continuance intention to learn via MOOCs. Data of 126 respondents were collected and subjected to confirmatory factor analysis. Furthermore, the relationships were tested with structural equation modeling and the results revealed that metacognition was positively related to three levels of learning interest (i.e., liking, enjoyment, and engagement). The three levels of learning interest were positively related to continuance intention to use MOOCs. The findings imply that enhancing learners' metacognition can contribute to increased online learning interest and continuance to learn with MOOCs, thereby reinforcing the benefits of developing teacher training programs via MOOCs.
AB - Developments in technology have made online teacher training applicable to MOOCs, but the validation of MOOCs presents some challenges, including the high dropout rate and low continuance intention to learn via MOOCs. The purpose of this study is to propose a unified model integrating metacognition and learning interest to investigate continuance intention to learn via MOOCs. Data of 126 respondents were collected and subjected to confirmatory factor analysis. Furthermore, the relationships were tested with structural equation modeling and the results revealed that metacognition was positively related to three levels of learning interest (i.e., liking, enjoyment, and engagement). The three levels of learning interest were positively related to continuance intention to use MOOCs. The findings imply that enhancing learners' metacognition can contribute to increased online learning interest and continuance to learn with MOOCs, thereby reinforcing the benefits of developing teacher training programs via MOOCs.
KW - Continuance intention
KW - MOOCs
KW - Metacognition
KW - Online learning interest
UR - http://www.scopus.com/inward/record.url?scp=85042348685&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85042348685&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2018.02.011
DO - 10.1016/j.compedu.2018.02.011
M3 - Article
AN - SCOPUS:85042348685
SN - 0360-1315
VL - 121
SP - 18
EP - 29
JO - Computers and Education
JF - Computers and Education
ER -