The Effects of Openness, Altruism, and Instructional Self-Efficacy on Work Engagement of MOOC Instructors

• In Event: Moscone Center North Roundtable Session 10
  In Roundtable Session: Measurement and Aggregation in Online Learning

Abstract

MOOC instructor work engagement can influence the success of MOOCs. As such, this study investigated the effects of openness, altruism, and instructional self-efficacy on MOOC instructors’ work engagement. A total of 209 MOOC instructors participated in an online survey. The research findings indicated that openness to experience influenced MOOC instructors’ instructional self-efficacy and work engagement. Altruism did not directly influence work engagement of MOOC instructors; however, it indirectly affected work engagement through instructional self-efficacy. Instructional self-efficacy also affected MOOC instructors’ work engagement and fully mediated the relationship between altruism and work engagement. The variables examined in this study, openness, altruism, and instructional self-efficacy, were found to significantly influence work engagement of MOOC instructors. Implications for future research were offered.

Authors

• Min Young Doo, Kangwon National University

• Meina Zhu, Wayne State University

• Curtis J. Bonk, Indiana University

• Ying Tang, The University of Hong Kong