Research On The Influencing Factors Of Postgraduate Students’ Continuous Use Of MOOC Self-directed Learning

With the advancement of various digital learning technologies and the opening up of educational resources,the educational reform triggered by the epidemic has popularized largescale online education practice,which has promoted the profound changes in the concept,pathways and form of education digital.The education reform focuses on the cultivation and management of postgraduates,aiming to enable students to achieve continuous improvement and sustainable development of self-ability and cultivate high-level talents for the society.MOOC as a typical representative of education digital transformation practices,the rich educational resources have prompted learners to grasp greater autonomy,and to achieve good academic performance,the focus is on the cultivation of MOOC continuous learning habits and strong selfdirected learning ability.However,with the continuous development of MOOC,the longstanding problems of high drop-out rate,low completion rate and low review rate repeatedly appear,which negatively feedbacks the quality and effect of learners’ self-directed learning.On this basis,this study integrates the theory of continuous use of information systems,social cognition and self-determination and sorts out relevant literature,hoping to analyze the factors that affect the continuous use of MOOCs by postgraduates for self-directed learning.Aiming at the existing problems at the present stage,this paper provides improvement strategies for improving the willingness,learning effect and self-directed ability of postgraduates to continuously use MOOC for self-directed in the strategic actions of education digitization.First of all,this research sorted out relevant literature at home and abroad through literature research method,understood the research status of postgraduates’ continuous use of MOOC selfdirected learning,summarized the existing problems,and then extracted research variables from both internal and external aspects according to relevant theories and literature,built a model of influencing factors of postgraduates’ continuous use of MOOC self-directed learning and proposed research hypotheses.Secondly,the interview outline and questionnaire were prepared according to the distilled research variables with reference to the maturity scale and research results of predecessors.At the same time,appropriate adjustments were made according to the content characteristics of this study.A pre-survey was carried out on the first draft of the questionnaire,and the final questionnaire was improved according to the survey results to collect large-scale sample data.Furthermore,statistical analysis software SPSS26.0 and AMOS24.0were used to analyze the reliability and validity items,test the model and verify the hypotheses of 625 valid samples.Finally,fsQCA method is used to further supplement,analyze and discuss the research results of structural equation model,and further explore the influence of combination and linkage effect of specific variables on the results from the perspective of configuration,so as to dig out a variety of possible factor combinations that can promote the continuous use of MOOC by postgraduate students and improve their self-directed learning ability and effect,and put forward the corresponding improvement strategies.The results of the structural equation model show that:(1)five latent variables,such as learning environment support,internal motivation,self-learning ability,self-efficacy and expectation confirmation,have indirect positive effects on the willingness of postgraduates to continuously use MOOC for self-directed learning through mediating variables;(2)The perceived usefulness and satisfaction of mediating variables have a direct positive impact on the willingness of postgraduates to continuously use MOOCs for self-directed learning;(3)Internal motivation is a direct factor influencing the cultivation and improvement of postgraduate students’ self-directed learning ability and effect;(4)learning environment support,self-directed learning ability,self-efficacy and expectation confirmation had significant direct effects on postgraduate students’ perceived usefulness of continuing to use MOOC for self-directed learning;(5)learning environment support,self-directed learning ability and self-efficacy had significant direct effects on postgraduate students’ satisfaction with continuing to use MOOC for self-directed learning;(6)postgraduate students’ expectation confirmation had significant direct effects on their self-efficacy and perceived usefulness.The results of fsQCA analysis show that:from the perspective of configuration,the seven combinations that trigger the willingness of postgraduates to continuously use MOOCs for self-directed learning can be summarized into two types,which are "enhanced learning experience" and "individual factor".Finally,according to the results obtained,combined with the data of questionnaire and in-depth interview,this paper makes a research summary,and puts forward some paths and suggestions for improving the willingness,learning effect and self-learning ability of postgraduates to continue to use MOOC in the process of education digital transformation.The purpose of this study is to provide a reference for further exploration of the internal mechanisms that affect postgraduates’ willingness to continue using MOOC and self-directed learning.