Factors predicting lifelong learning tendencies of preservice teachers in the context of MOOCs

Abstract

MOOCs’ self-paced and autonomous structure requires individuals to possess advanced self-regulated learning skills. Self-regulated learning skills enable learners to take ownership of their learning journey in MOOCs, facilitating lifelong learning outcomes. Overcoming online learning barriers is crucial for fostering a culture of lifelong learning and promoting effective self-regulated learning strategies in online educational contexts. Engaging in a MOOC as part of initial teacher training might motivate preservice teachers to explore similar courses in their future careers, encouraging a commitment to lifelong learning, which is the ultimate goal. This study examined 441 preservice teachers from various fields and levels of education who use MOOCs. It aims to investigate whether self-regulation, online learning barriers, gender, and the intention of MOOC usage significantly predict lifelong learning. The correlational research method was employed. The lifelong learning tendency scale, the self-regulated online learning questionnaire, the scale of student barriers to online learning, and the demographic information form were used as data collection tools. Hierarchical regression analyses were performed. The analysis revealed that self-regulated learning, online learning barriers and gender significantly predict lifelong learning significantly. Self-regulated, online learning barriers and gender explained 20% of lifelong learning.