【作 者】：
牟 智 佳
【关 键 词 】：
MOOCs；学习参与度；影响因素；自我决定理论； 结构关系
【栏 目】：
网络教育
【中文摘要】：
探索影响学习者参与MOOCs学习的主要因素及其效应，这成为改善学习参与度和持久性方面亟待解决的问题。研究以自我决定理论、技术接受度模型和信息系统持续使用理论为指导，以edX平台课程学习者为研究对象，采用结构方程模型和多元回归分析法对参与度影响因素模型进行分析。研究结果表明：影响MOOCs学习参与度的因素包括六个层面，其中自主需要和能力需要中的教师支持、教师反馈、课程内容和课程结构四个因素对学习参与度产生间接影响，而感知有用和内在动机两个因素则形成直接影响；自我决定理论维度在学习参与度上存在等价效应现象，即任一维度处于高需求则会引发对其他两个维度的高需求；内在动机作为中间桥梁间接传递自我决定理论要素对学习参与度的正向效应能量。
【英文摘要】：
It is an urgent problem to explore the main factors which affect learners' participation in MOOCs and their effects on improving learning participation and persistence. This study, which is guided by self-determination theory, technology acceptance model and information system for sustainable use, takes the learners using edX platform as research subjects and analyzes an influential factor model of participation by using structural equation model and multiple regressions. The research results show that the factors that affect MOOCs learning participation include six aspects. Among them, four factors including teacher support, teacher feedback, curriculum content and curriculum structure from autonomy need and capacity need have indirect effects on learning participation, while two factors, perceived usefulness and intrinsic motivation, have direct effects. The dimension of self-determination theory has an equivalent effect in learning participation，that is to say, high demand in any dimension leads to high demand for the other two dimensions; intrinsic motivation serves as a bridge to indirectly transfer the positive effect of self-determination theory to learning engagement.