The Effect of Self-Regulation Learning, Teaching Presence, and Academic Achievement in the K-MOOC Setting
2020, 16(2), pp.191-212
DOI :https://doi.org/10.26857/JLLS.2020.5.16.2.191
Publisher : Institute of Distance Education
Research Area : Education
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This study aims to seek directions for improvement in developing and operatingK-MOOC by identifying the impact of variables, including learner’s self-regulatedlearning and instructor’s teaching presence, on academic achievement. To this end,this study set out two research questions, analyzed the outcomes of thequestionnaire survey of 106 students who completed three K-MOOC courses beingoperated at K University in Seoul, and conducted a hierarchical multiple regressionanalysis in three steps. According to the findings of the study, the variable of learner’s self-regulatedlearning had an impact on academic achievement with the control factor p=0.008and p<0.01. Of the variable of teaching presence, lesson design and learningmonitoring factors had an impact on academic achievement, each with p=0.000 andp<0.001. Based on these results, this study presents two suggestions. First, inorder to improve academic achievements of K-MOOC learners, it is necessary toprepare a strategy of providing opportunities for students to ask questions abouttheir learning content for themselves and to regulate the content and speed oflearning at their own pace. Second, it is necessary to enhance teaching presencethat learners feel through systematic instructional design and constant learningmonitoring. It is expected from the implementation of these suggestions thatlearner dropouts will be prevented and K-MOOC will develop to lead theeducation of the future.
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