The Effect of Academic Self-Efficacy, Perceived Usefulness, Perceived Ease of Use, and Acceptance Attitude on Learning Persistence through Student Engagement in MOOC

Poster Demonstration (Pre-Recorded) ID: 58885
  1. Ha-Eun Kim
    Chung-Ang University
  2. aaa
    Hae-Deok Song
    Chung-Ang University
  3. aaa
    Ye-chan Lee
    Chung-Ang University

Abstract: The purpose of this study was to investigate how learners’ academic self-efficacy, perceived usefulness, perceived ease of use, acceptance attitude, and student engagement affect learning persistence in MOOCs. For the data analysis, 293 learners who were taking MOOCs in South Korea were selected as research subjects. The results indicated that academic self-efficacy did not directly affect perceived usefulness, but it was found that it did directly affect perceived ease of use. Furthermore, it was found that perceived ease had a direct effect on perceived usefulness, and perceived usefulness had a direct effect on acceptance attitude, but perceived ease did not directly affect acceptance attitude. Finally, it was found that acceptance attitude and perceived usefulness had a direct effect on student engagement and student engagement had a mediating effect between learning persistence and multiple variables. These findings suggest that, in the light of learners’ perceptions of themselves and learning support systems, academic self-efficacy, perceived usefulness, perceived ease of use, acceptance attitude, and student engagement should be considered in the design and development of MOOC.

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