ISSN: 2222-6990
Open access
The objective of this research is to address the gaps in the literature by examining the relationship among Learning self-efficacy, MOOC-satisfaction and MOOC- Loyalty of the credit-bearning MOOCs at Taylor’s University. A total 952 Taylor’s University students responded to the online survey, 757 students from the August 2017 semester while 195 students from March 2018 Semester. The online questionnaire included 10-item of learning self-efficacy in MOOC, 6-item of MOOC-satisfaction, and 5-item of MOOC-Loyalty. It also included another 2 factors which affected the self-efficacy and satisfaction: 9-item on Ease of learning in MOOC and 5-item on Quality of MOOC content. Reliability test was performed and reported the Cronbach’s alphas for students’ Learning self-efficacy in MOOC, MOOC-satisfaction and MOOC-Loyalty were 0.979, 0.959, 0.964 respectively while Cronbach alpha for Ease of learning in MOOC and Quality of MOOC content were 0.962 and 0.964 respectively. Pearson correlation analysis was performed to obtain the correlation coefficient between pair of variables among all the variables. The results of zero order correlation analysis showed a strong positive correlation between the predictors and outcome variables. However, a higher order partial correlation was also performed and results showed that MOOC-satisfaction is an intervening variable which mediate the relationship between Learning self-efficacy and MOOC-Loyalty. The research findings provided positive impact to lecturers who plan to convert from traditional teaching pedagogy to MOOC mode as Malaysian students have higher degree of MOOC-loyalty and they were in favor of continuing to take up the credit bearing MOOC throughout their study at Taylor’s university or after graduating. Besides, it also alarmed the university administrator to provide the best infra-structure for the MOOC platform and best quality of MOOC content so as to raise the MOOC-satisfaction which would enhance the MOOC-loyalty.
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In-Text Citation: (Heng et al., 2020)
To Cite this Article: Heng, L. K., Bakar, Z. A. B. A., Omar, N. A., & Rol, L. K. (2020). Examining the relationship among Learning self-efficacy, MOOC-satisfaction and MOOC-Loyalty of MOOC Learner with Bagozzi’s Model. International Journal of Academic Research in Business and Social Sciences, 10(4), 609–620.
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