Research On The Affecting Factors Of College Students’ MOOC Study Willingness

The Internet plus era has brought new opportunities and challenges in a lot of traditional industries, also novel teaching methods in educational field. MOOC, as one of them, has stolen all the spotlights for the past few years. It follows the old distance teaching and bases on series of modern science and technology, such as internet technology, telecommunication technology, cloud storage, cloud computing, etc. As a modern teaching method, MOOC with high-efficiency, free of charge, convenience and openness, is appreciated by most of learners in a short time, and attracts extensive attention in academic and theoretical circles.This paper conducts an empirical research on factors influencing MOOC learners’ willingness, referring to rational behavior theory widely appreciated in psychological field. In existing literature, most bachelors have done explanatory researches, almost concentrating on MOOC’s development present situation, characteristics, mechanism or application, but it is rare to see some empirical analyses. This paper under the guide of previous valid scales designs an indicator system for different kinds of influence factors and gradually formulates a questionnaire. Before formally releasing, pre-survey data is used for reliability and validity, meanwhile an amendment is proceeding. As a result, the final questionnaire comes out. Besides, SOJUMP, Weibo and Wechat combining with paper questionnaire make a great difference to the process of verification and analyses of hypothetical relations among influence factors.The result of empirical research indicates that the attitude of learners has a positive impact on participation willingness, and cognitive attitude takes the leading role. At the same time, diversity and interaction of MOOC are positive to learners’ attitude. And then diversity and interaction of MOOC make an indirect positive influence on participation willingness through the attitude. Moreover, related management regulations at school have an obvious positive regulating effect between cognitive attitude and participation willingness, but it is not found that the similar effect occurs between emotional attitude and participation willingness.At last, this paper proceeds a deep analysis of the result, the relations and mechanism between MOOC property, learners’ attitude and management regulations at school and participation willingness. Then some suggestions are proposed for colleges, universities and educational management.This paper partly uses rational behavior theory for reference, combining with management regulations at school to analyze participation willingness for MOOC. The conclusion may play a certain role in future researches in the same field. Also family environment, regional economic development, political conditions and other related factors deserve to come into question for further study.