An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs

Table 2 Stepwise linear regression predicting learner satisfaction, performed in four stages

Stage	Predictor	Beta	T	R²	∆ R²	F (df)
1 (Demographics)				.08	.08	2.46 (2,85)
	Gender	.17	1.62
	Age	.27	2.48*
	Previous experience with MOOCs	−.05	0.47
2 Pre-questionnaire				.21	.13**	4.36*** (5,83)
	Gender	.13	1.27
	Age	.22	2.15*
	Previous experience with MOOCs	−.09	0.93
	Online SRL – Goal setting	.27	2.64*
	Importance of MOOC’s benefits	.22	2.15*
3 Behaviour				.32	.11***	6.50*** (6,82)
	Gender	.09	0.98
	Age	.14	1.44
	Previous experience with MOOCs	−.06	−0.64
	Online SRL – Goal setting	.26	2.72**
	Importance of MOOC’s benefits	.18	1.90^
	Number of videos accessed	.36	3.83***
4 Usability				.42	.10***	8.39*** (7,81)
	Gender	.08	0.88
	Age	.12	1.28
	Previous experience with MOOCs	−.09	−1.08
	Online SRL – Goal setting	.23	2.63**
	Importance of MOOC’s benefits	.16	1.87^
	Number of videos accessed	.30	3.36***
	Perceived course usability	.33	3.70***

Gender - male coded as ‘1’ and female coded as ‘2’, Previous experience with MOOCs – yes coded as ‘1’
^p < .10,*p < .05, **p < .01, ***p < .001