A meta-analysis of eight factors influencing MOOC-based learning outcomes across the world

ABSTRACT

With the development of information technologies, many learners opt to stay home receiving various forms of online education such as massive open online courses (MOOC). However, many learners and instructors complain that MOOC-based learning effectiveness has been dampened by many factors. Through a meta-analysis using Stata/MP 14.0, this study reveals that MOOC-based learning outcomes can be significantly influenced by eight factors, i.e. behavior intention, learning engagement, students’ motivation, perceptions, satisfaction, performance, self-regulation, and social networks across the world. Future research could reveal more influencing factors pivoting on the forum improvements, as well as the effect of social presence on MOOC-based learning outcomes.

KEYWORDS:

• Meta-analysis
• influencing factors
• MOOC-based learning outcomes
• forum
• social presence

Disclosure statement

No potential conflict of interest was reported by the author(s).

Compliance with ethical standards

The study complies with Ethical Standards.

Additional information

Funding

This work is supported by 2019 MOOC of Beijing Language and Culture University [grant number MOOC201902] (Important) “Introduction to Linguistics”; “Introduction to Linguistics” of online and offline mixed courses in Beijing Language and Culture University in 2020; Special fund of Beijing Co-construction Project-Research and reform of the “Undergraduate Teaching Reform and Innovation Project” of Beijing higher education in 2020-innovative “multilingual +” excellent talent training system [grant number 202010032003]; The research project of Graduate Students of Beijing Language and Culture University “Xi Jinping: The Governance of China” [grant number SJTS202108]. This article was also sponsored by Beijing Language and Culture University Phoenix Tree Innovation Platform Project, 18PT04, sponsored by the Basic Expense Fund of Universities Affiliated to the Central Government of China.

Notes on contributors

Zhonggen Yu

Zhonggen Yu Professor (Distinguished) and Ph.D. Supervisor in Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University, has already published over 100 academic papers in distinguished journals based on rich teaching and research experiences. His research interest includes educational technologies, language attrition, and language acquisition. He is Editor in Chief of International Journal of Technology-Enhanced Education and Academic Editor of Education Research International.

Wei Xu

Wei XU Assistant Professor in Faculty of Humanities and Social Sciences, City University of Macau, Ph.D. in Linguistics. His research interests include language education, second language acquisition, semantics and multilingual studies.

Paisan Sukjairungwattana

Paisan Sukjairungwattana Assistant Professor in Faculty of Liberal Arts, Mahidol University, Ph.D. in Linguistics. With over 15 years of experience teaching Chinese language in Thailand, his research interests include teaching and learning Chinese as a foreign language, second language acquisition and higher education.