Exploring Learning Styles and Learning Readiness in MOOCs

• In Event: AERA Poster Session 4
  In Poster Session: Emerging Avenues for Research in Online Learning

Abstract

The purpose of this research is to measure learning readiness on the basis of the Learning Readiness Scale for MOOCs (LRS-MOOCs) and examine the relationship between learning readiness and learning style preferences. Data were collected from 238 learners. Exploratory factory analysis results support a 16-item scale comprising three factors: learning management self-efficacy (LMS), social support (SS), and MOOCs recognition (MOOCR). The regression analyses revealed that activist learning style preference level was a significant predictor of LMS of MOOCs learning readiness. These findings can serve as a reference for future studies, as well as for instructors and researchers in related fields discussing MOOCs learning readiness. Suggestions for further research are provided.

Authors

• Huei-Chuan Wei, Institute of Education - National Chiao Tung University

• Chien Chou, National Chiao Tung University