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

Table 3 Stepwise linear regression predicting intention-fulfillment, performed in four stages

Stage	Predictor	Beta	T	R²	∆ R²	F (df)
1 (Demographics)				.04	.04	1.42 (3,95)
	Gender	−.13	1.22
	Age	.12	1.13
	Previous experience with MOOCs	.07	0.69
2 Pre-questionnaire				.19***	.15*	4.42*** (5,93)
	Gender	−.17	−1.79
	Age	.07	0.67
	Previous experience with MOOCs	.02	0.23
	Online SRL – Goal setting	.29	3.05**
	Importance of MOOC’s benefits	.22	2.35*
3 Behaviour				.32***	.13***	6.34*** (7,96)
	Gender	−.16	−1.84^
	Age	.05	0.59
	Previous experience with MOOCs	−.02	−0.24
	Online SRL – Goal setting	.30	3.41***
	Importance of MOOC’s benefits	.19	2.10**
	Duration of participation		2.51*
	Number of quizzes accessed	.23	2.51*
4 Usability				.37***	.05**	7.05*** (8,95)
	Gender	.18	−2.14*
	Age	.02	0.28
	Previous experience with MOOCs	−.04	−0.49
	Online SRL – Goal setting	.29	3.34***
	Importance of MOOC’s benefits	.18	2.11**
	Duration of participation	.20	2.32*
	Number of quizzes accessed	.17	1.92*
	Perceived course usability	.25	2.92**

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