The influencing factors of interaction and perceived value of cMOOC learners

Abstract

ABSTRACT This study takes the value-based adoption model and CIE model of the learning process as the theoretical basis and combines them to explore the influencing factors and mechanisms of learners’ online interaction and perceived value. Based on the questionnaire survey data of 81 learners’ potential factors and their 45,166 real-time behavior data on the cMOOC platform, this study calculates the level of interaction and perceived value of each learner and analyzes the impact of potential factors on various interactions and perceived value through linear regression method. It was found that cMOOC learners had a higher number of low-level interactions than high-level interactions and that the perceived benefits and sacrifices for low cognitive engagement learning processes were better than those for high-level learning processes. cMOOC learners’ perceived value and its various underlying factors had no significant effect on either type of interaction, while low-level interactions had a significant positive effect on high-level interactions. cMOOC learners’ perceived benefits of the wayfinding learning process had a significant positive effect on perceived value, and the perceived costs of the operation and innovation learning processes had a significant negative effect on perceived value. The results further develop the understanding of the interaction and perceived value and its influencing factors in cMOOC.