Exploring the Relationship between Self-Efficacy and Learning Performance among MOOCs’ Design Learners
This study focuses on the relationship between self-efficacy and learning performance of design learners under the MOOCs’ learning model. The research subjects of this study were first-year graduate students in a “digital image creation” course, and data were collected by means of a questionnaire survey and the assessment of digital artworks. The results indicated: First, the MOOCs’ design learners were highly aware of self-efficacy, but felt pressure with this new learning model. Secondly, the overall leaning performance of MOOCs’ design learners were above average, and male students tended to have better performance in the dimension “use of skills” than female students. Thirdly, there was a negative correlation between self-efficacy and learning performance among MOOCs’ design learners, but a significant positive relationship in the dimension “aesthetic design” and “use of skills.” In addition, students who had high self-efficacy had significantly better performance in the use of skills than students who had low self-efficacy. It is hoped that the findings will provide some insight for instructors to design suitable curriculum for MOOCs’ learners and contribute to the improvement of design teaching in the information age.
|關鍵詞||自我效能、設計類學習者、學習表現、磨課師、self-effi cacy、design learners、learning performance、MOOCs|