Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness

Volume: 51, Pages: 100819 - 100819
Published: Oct 1, 2021
Abstract
Even though Massive Open Online Courses (MOOCs) have created highly personalized and dynamic learning environments for higher education, the low completion rate has hampered their development. Nevertheless, how to engage MOOC learners in continuing to learn online remains unclear in terms of psychological mechanisms. Enlightened by the social cognitive view of learning and hardiness theory, this study investigates the mediating role of online...
Paper Details
Title
Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness
Published Date
Oct 1, 2021
Journal
Volume
51
Pages
100819 - 100819
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