Academic and Emotional Support for MOOC Learning

This paper involves academic and emotional support, aiming to explore whether they contribute to users’ sustainable use of the MOOC platform. A total of 410 college students learning English as a foreign language (EFL) and with MOOC learning experience participated in this study. Employing the structural equation modeling (SEM) techniques, we examined the relationships among five factors in MOOC EFL learning context: academic support (AS), emotional support (ES), perceived useful (PU), perceived ease of use (PEoU), and platform reputation (PR).

本研究聚焦学术支持与情感支持，旨在探究二者能否助力用户可持续使用大规模开放在线课程（Massive Open Online Courses，MOOC）平台。共计410名以英语作为外语（English as a Foreign Language，EFL）学习且具备MOOC学习经历的大学生参与了本项研究。本研究采用结构方程模型（Structural Equation Modeling，SEM）技术，对MOOC英语外语学习场景中的五大因素间的关系进行了检验，涉及的五大因素分别为学术支持（Academic Support，AS）、情感支持（Emotional Support，ES）、感知有用性（Perceived Usefulness，PU）、感知易用性（Perceived Ease of Use，PEoU）以及平台声誉（Platform Reputation，PR）。