The Role of MOOCs-Based Learning Environment Support in Enhancing Self-Regulated Learning: Evidence from Hope School, Southwest Jiaotong University

บทคัดย่อ

The objectives of this research were 1. to identify the functional shortcomings of the current MOOC platform 2. to empirically examine how platform usability, resource richness and interactivity, together with learners’ intrinsic motivation, autonomy and self-efficacy, jointly influence graduate students’ sustained adoption of MOOCs and 3. to propose and validate a dual strategy of system optimization and individual empowerment including streamlined system functions, enriched learning resources, strengthened teacher–student interaction and personalized support that enhance postgraduates' MOOC usage willingness and autonomous learning ability. A quantitative research design was employed, with data collected from postgraduate students at Hope School, Southwest Jiaotong University. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) a total of 703 sample data were collected. The research results indicate that 1) high-quality learning environment support particularly in terms of system quality and ease of use has a significant positive effect on expectation confirmation and learner satisfaction. These factors serve as critical mediators in the development of self-regulated learning skills, most notably in goal setting, progress monitoring, and self-reflection. 2) The results underscore the necessity of adopting an integrated strategy that combines the enhancement of learning technology systems with the empowerment of learners’ self-regulatory capacities in order to promote effective and sustainable online learning in postgraduate education and 3) MOOC-platform learning-environment support, learners’ self-efficacy and self-regulated learning ability are the key drivers of perceived usefulness and satisfaction. Expectation confirmation influences perceived usefulness.