The Impact of MOOC Performance and Mediating Effect of Satisfaction with Instructor and Enjoyment of Interaction on Online Learning Self-Efficacy in China

Abstract

ABSTRACT This study investigated the impact of MOOC performance (independent variable) on online learning self-efficacy (dependent variable). In this study, well-established scales with proven high reliability were selected to measure MOOC quality, satisfaction with instructor, enjoyment of interaction, and online learning self-efficacy. We used correlation analysis, regression analysis, and mediation effects test and the survey findings confirmed that all three aspects of MOOC performance (instruction quality 0.143**, interaction quality 0.262***, and system quality 0.593***) had a positive influence on online learning self-efficacy. Additionally, we delved into how MOOC performance affected online learning self-efficacy, considering the mediating roles of satisfaction with instructor and interaction enjoyment. The results indicated that both satisfaction with instructor and interaction enjoyment partially mediated the relationship between two dimensions of MOOC performance —system quality (0.041* and 0.050**) and interaction quality (0.075*** and 0.081***)— and online learning self-efficacy. Notably, the connection between instruction quality and online learning efficacy was entirely mediated by satisfaction with instructor (0.062**) and enjoyment of interaction (0.032**). This study’s observations underscored the crucial role of MOOC performance in enhancing online learning experiences and creating an environment characterized by enjoyable interactions and strong instructor acceptance. For limitations, the future research could increase the sample size and explored further over a larger geographic area.