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This special COVID-19 pandemic time has popularized the use of massive open online courses (MOOCs) among learners. The outbreak of COVID-19 suggests social distance maintained between learners and teachers. MOOCs could convey learning materials online to learners who might evaluate their learning quality on their own (France et al., 2021). Online learning materials and methods will be available to learners and MOOCs will present new learning methods to learners especially during any pandemic time in the future (Desai, 2020). Learners could also select an interesting target out of plentiful courses provided through a MOOCs platform.
The conception of MOOCs starts from the integration of various modes of learning such as e-learning, information technology-assisted learning (Morri, 1997), accessible learning, seamless learning, and distance learning (Aparicio et al., 2019), leading to an educational focus on both time and space, opinion sharing, and peer discussion assisted with information technologies (Cormier, 2013). The conception of MOOCs pivots on two forms, i.e. connective and extended MOOCs (Rodriguez, 2013). The former focuses on the form of connection, sharing, and interaction in learning and teaching processes, while the latter concentrates on learning contents and online pedagogical approach in a university context (Aparicio et al., 2019).
Self-regulation is closely related to MOOCs-based educational outcomes. Self-regulation could enhance engagement and facilitate the completion of MOOCs (Martinez-Lopez, Yot, Tuovila, & Perera-Rodríguez, 2017). Learners with strong self-regulation tend to complete MOOCs-based education significantly more than those with weak self-regulation, coupled with significantly higher engagement and better academic achievements in MOOCs-based education. Goal setting, working enthusiasm, and self-regulation could significantly predict the degree of completion of MOOCs (Reparaz et al., 2020). Prior information regarding MOOCs, positive motivation, and self-regulation could also enhance the success of MOOCs-based learning (Hood, Littlejohn, & Milligan, 2015; Milligan & Littlejohn, 2016).
Three factors such as engagement, academic achievements, and motivation play an important role in MOOCs-based education. Earlier engagement in MOOCs-based education could lead to higher academic achievements and stronger motivation, while earlier engagement might not be closely related to academic achievements possibly due to the variety of participants (Li & Baker, 2018). Learning through MOOCs could enhance students’ perception of engagement in and improve their attitudes towards learning activities (Reparaz et al., 2020). Academic achievements of MOOCs-based education are found insignificantly related to perceived learning effectiveness (Reparaz et al., 2020). To explore factors influencing learner retention of MOOCs, the majority of researches have been devoted to duration and completion of MOOCs (Gasevic et al., 2014).
While a great number of studies have been devoted to MOOCs-based education, scanty research has systematically summarized its effect on academic achievement, engagement, motivation, and self-regulation. This study, aiming to meta-analytically examine the effects of MOOCs-based education on academic achievement, engagement, motivation, and self-regulation, as well as the relationship between academic achievements and MOOCs approaches, is meaningful especially during this special pandemic time when many learners are forced to receive education at home through MOOCs.