MOOC_12semesters.

Massive Open Online Course (MOOC) has gained widespread adoption across diverse educational domains and plays a crucial role in advancing educational equality. Nevertheless, skepticism surrounds the effectiveness of MOOC due to their notably low completion rates. To explore the outcomes of MOOC adoption in higher education and improve its application efficiency, this study compares MOOC with traditional course in terms of mean score and pass rate. The study examines the factors influencing MOOC performance within the context of higher education, utilizing the method of Partial Least Squares-Structural Equation Modeling (PLS-SEM). This study analyzed MOOC learning data from a college over a period of six years and a total of 4,282 Chinese college students participated in this study. The factor of learning environment was proposed for the first time, and it was proved to have a significant impact on learning behavior and MOOC performance in higher education. The results reveal that 1) MOOC has a lower pass rate than traditional course (including both compulsory and selective course); 2) MOOC has a lower mean score than selective course only; 3) we did not find a significant difference between MOOC and compulsory course in terms of the mean score; 4) Learning behavior, learning motivation, perceived value, learning environment, previous experience and self-regulation have significant and positive influences on MOOC performance in higher education. The study provides valuable insights that college administrators should pay attention to students’ learning environment, learning motivation and other factors while actively introducing MOOC.大规模开放在线课程（Massive Open Online Course，MOOC）已在多元教育领域获得广泛应用，并在推动教育公平进程中发挥关键作用。然而，MOOC因显著偏低的完成率而饱受质疑。为探究高等教育领域MOOC的应用成效并提升其应用效率，本研究将MOOC与传统课程在平均得分与通过率两方面进行对比。本研究借助偏最小二乘结构方程模型（Partial Least Squares-Structural Equation Modeling，PLS-SEM），分析高等教育情境下影响MOOC学习绩效的各类因素。本次研究分析了某高校六年的MOOC学习数据，共有4282名中国大学生参与其中。本研究首次提出学习环境这一影响因子，并证实其对高等教育场景下的学习行为与MOOC学习绩效具有显著正向影响。研究结果显示：1）MOOC的通过率低于传统课程（含必修课与选修课）；2）MOOC的平均得分仅低于选修课；3）MOOC与必修课在平均得分方面未呈现显著差异；4）学习行为、学习动机、感知价值、学习环境、既往学习经验与自我调控均对高等教育场景下的MOOC学习绩效存在显著正向影响。本研究可为高校管理者提供宝贵参考：在积极引入MOOC的同时，应关注学生的学习环境、学习动机等相关影响因素。