2017 Volume 41 Issue 1 Pages 41-51
This study aimed to obtain suggestions for reducing the dropout rate in massive open online courses. The effects of learners ’ orientation toward e-learning and peer assessment on their motivation for continuous learning and their course evaluation of Japan massive open online courses were examined. Exploratory and confirmatory factor analyses identified three factors affecting peer assessment orientation of learners: reliability of peer assessment, perceived usefulness of peer assessment, and reluctance to participate in peer assessment. The structural equation model indicated that orientation toward e-learning had positive effects on perceived usefulness of peer assessment, motivation for continuous learning, and course evaluation. Additionally, reliability of peer assessment positively affected course evaluation. Perceived usefulness of peer assessment also had positive effects on reliability of peer assessment, motivation for continuous learning, and course evaluation. In addition, perceived usefulness of peer assessment had the maximum positive effects on motivation for continuous learning and course evaluation. On the basis of these results, this study suggests that learners’ orientation toward e-learning and peer assessment contributes to the motivation for continuous learning and the course evaluation.
