Configurational Influence of Self-Efficacy, Learning Strategies, and Emotions on MOOC Learning Outcomes: An fsQCA Analysis

Abstract

Measuring learning outcomes in Massive Open Online Courses (MOOCs) is challenging due to the learner diversity and the asynchronous nature of participation. The varying levels of the learner’s characteristics, such as self-efficacy, emotions, motivation, learning strategies, and prior knowledge, interact in complex ways to shape the learning outcomes. While ample research exists on the factors influencing outcomes, limited attention has been given to their combined effects. This study employs fuzzy-set Qualitative Comparative Analysis (fsQCA) to investigate the configurations of factors influencing the cognitive, social, and self-growth outcomes in MOOCs. The study uses a dataset of 275 observations to highlight three significant findings: (1) the pathways leading to success differ substantially from those leading to limited outcomes, indicating asymmetry in causal pattern, (2) academic self-efficacy, motivated-learning strategies, and emotions emerge as key interacting conditions that indicate equifinality in achieving successful learning results, and (3) negative emotions, though peripheral, associates with perceived quality and learner satisfaction to support learning achievement. The findings emphasise the value of examining interactive combinations of variables instead of isolated variables and imply practical directions for MOOC design and instructional development.