The effects of openness, altruism and instructional self‐efficacy on work engagement of MOOC instructors

Abstract

AbstractMany of the characteristics and nature of teaching massive open online courses (MOOCs) are different from face‐to‐face teaching, which can directly affect instructors’ work engagement and ultimately the success of MOOCs. As such, this study investigated the effects of openness, altruism and instructional self‐efficacy on MOOC instructors’ work engagement. A total of 209 MOOC instructors participated in an online survey, and their responses were analyzed. The research findings indicated that openness to experience influenced MOOC instructors’ instructional self‐efficacy and work engagement. Altruism did not directly influence work engagement of MOOC instructors; however, it indirectly affected work engagement through instructional self‐efficacy. Instructional self‐efficacy also affected MOOC instructors’ work engagement and fully mediated the relationship between altruism and work engagement. The variables examined in this study, openness, altruism and instructional self‐efficacy, were found to significantly influence work engagement of MOOC instructors. As the number of MOOCs and MOOC students increase, the importance of MOOC instructors and their work engagement will be crucial for the success of these courses. Thus, additional research is needed on the ways to enhance MOOC instructors’ work engagement. Practitioner NotesWhat is already known about this topic The number of MOOCs and institutions offering MOOCs has grown rapidly since 2008 to more than 11 400 MOOCs at over 900 universities in 2018. MOOC instructors play a major role in the success of MOOCs. Work engagement has a significant impact on performance and attitudes, including job satisfaction, organizational commitment and turnover intention. What this paper adds Openness to experience, altruism and instructional self‐efficacy significantly influenced work engagement of MOOC instructors. Openness to experience influenced MOOC instructors’ instructional self‐efficacy and work engagement. Altruism did not directly influence work engagement of MOOC instructors; however, it indirectly affected work engagement through instructional self‐efficacy. Instructional self‐efficacy also affected MOOC instructors’ work engagement and fully mediated the relationship between altruism and work engagement. Implications for practice and/or policy It is important to arouse MOOC instructors’ intellectual curiosity and creativity. To enhance MOOC instructors’ work engagement, it is necessary to enhance their instructional self‐efficacy as a prerequisite for successful MOOC teaching. There is a need to provide MOOC instructors with the necessary information and opportunities to sharpen the skills required for teaching MOOCs effectively through MOOC instructor seminars or workshops. Providing opportunities to teach a small online class first can improve MOOC instructors’ instructional self‐efficacy for MOOC teaching.