Exploring Factors Influencing MOOC Continuous Learning Willingness Based on Self-efficacy

Abstract

High dropout rate is one of the primary problems confront MOOC teaching in current service process of MOOC. This paper investigated the factors influencing continuous learning willingness in MOOCs based on self-efficacy theory, and builds the model of factors influencing continuous learning willingness via ECM-IT. The results identified that the sense of competence, sense of performance and sense of control of MOOC leaners have a significant impact on self-efficacy. Moreover, the sense of identification, sense of performance and the sense of control have a significant impact on learning satisfaction degree. In addition, the sense of performance and satisfaction degree have a significant impact on continuous learning willingness. In the end of the paper, proposals regarding to the future construction and service of MOOCs platform will be offered based on the analysis of research results.