A Study On The Factors Influencing Mooc Learners’ Orientation Of Participating In Peer Assessment

The mechanism and validity of MOOC learning assessment are facing bottlenecks due to the large-scale learners.Under this condition,peer assessment has gradually shifted from traditional classrooms to online platforms and has been increasingly applied to MOOC.However,the application of peer assessment in MOOC has not achieved the expected effect—learners are less motivated to participate,that is,the overall level of participation in MOOC peer assessment is not ideal.To provide direction for the future design of MOOC peer assessment,this thesis will focus on the underlying causes that affect learners’ participation intention based on TAM-TPB model.According to the research findings,teacher support is found as a key factor.Therefore,from the perspective of teachers,this thesis will put forward suggestions on the design of MOOC peer assessment,with the expectation to provide reference for future theoretical research and teaching practice.The main work and research contributions of this thesis can be divided into following three aspects:1.Based on the five variables,perceived usefulness,perceived ease of use,attitude,subjective norm,perceived behavioral control in the TAM-TPB model,as well as two new variables,teacher support and self-efficacy added by interview coding and theoretical research,a seven-variable participation intention model of MOOC peer assessment is constructed.2.By collecting and analyzing data from 561 questionnaires,the theoretical model is tested and modified using the structural equation model in this study.Then the final factors influencing participation intention are determined.3.According to the findings,this thesis will put forward practical suggestions from the perspective of teacher support,focusing on three variables directly related—perceived usefulness,perceived ease of use,and self-efficacy.The research results show that teacher support,perceived usefulness,perceived ease of use,self-efficacy,and attitude are five important factors that affect learners’ participation intention in MOOC peer assessment,of which teacher support is an important antecedent variable that cannot be ignored.Therefore,to increase the peer assessment participation rate in MOOC,teachers play a quite crucial role.Teachers need to rationally design various peer assessment activities and provide supports such as resources and tools required.In addition,the study also finds that the explanatory power of two variables,subjective norm,and perceived behavior control,is not ideal.