The aim of this study was to examine how motivation, perceived learning support, learning engagement, and self-regulated learning strategies relate to learners' perceived learning outcomes of massive open online courses (MOOCs). An online survey was administered to 546 participants from four MOOCs. Seven types of reasons for attending MOOCs were identified, ranging from intrinsic to extrinsic motivation. One-way MANOVA revealed that learners with autonomous motivation demonstrate higher scores on perceived learning outcomes than learners with controlled motivation. In addition, multiple regression analysis methods showed that course design, interaction with instructors and peers, engagement in learning activities, and applying cognitive and metacognitive learning strategies significantly explain differences in perceived learning outcomes. Furthermore, mediation analyses demonstrated that cognitive and metacognitive learning strategies significantly mediated the relationships between motivation, perceived learning support, and learning engagement on the one hand and perceived learning outcomes on the other. Finally, practical implications are discussed and future research directions are recommended.

本研究的目的是研究动机、感知学习支持、学习参与和自我调节的学习策略与学习者感知的大规模开放在线课程 (MOOC) 的学习成果之间的关系。对来自四个 MOOC 的 546 名参与者进行了在线调查。确定了参加 MOOC 的七种原因，从内在动机到外在动机。单向多元方差分析表明，具有自主动机的学习者在感知学习成果方面的得分高于具有受控动机的学习者。此外，多元回归分析方法表明，课程设计、与教师和同伴的互动、参与学习活动以及应用认知和元认知学习策略显着解释了感知学习成果的差异。此外，中介分析表明，认知和元认知学习策略一方面显着调节了动机、感知学习支持和学习投入与感知学习成果之间的关系。最后，讨论了实际意义，并提出了未来的研究方向。