Learner engagement within MOOCs: Scale adaptation and an exploration regarding gender

Authors : Nehir Yasan Ak, İbrahim Arpacı

Pages : 247-264

Doi:10.21764/maeuefd.1627718

View : 81 | Download : 85

Publication Date : 2025-07-31

Article Type : Research Paper

Abstract :With the COVID-19 outbreak, now more than ever, minimizing human interaction and social distancing are of great importance. Since anyone is obligated to study remotely, attention to distance learning systems, specifically to massive online open courses (MOOCs), has exponentially risen. The present study aimed to adapt and validate the MOOC Engagement Scale (MES), developed by Deng et al. (2020a), into Turkish based on data collected from 258 participants in Türkiye enrolled in various MOOC courses to enhance their skills for future career development. The results indicated that the MES has adequate evidence of internal consistency reliability (ranging between .68 and .90) and factorial, discriminant, and convergent validity. Confirmatory factor analysis results supported the four-factor structure of the MES (i.e., behavioral, emotional, cognitive, and social). The MANOVA results indicated a statistically significant difference in MOOC engagement between genders, where males scored higher than females. The findings provided evidence that the Turkish MES has promising validity and reliability properties; therefore, it can be used to measure learner engagement in MOOCs.
Keywords : Uzaktan eğitim, Kitlesel açık çevrimiçi dersler, öğrenen katılımı, KAÇD katılım ölçeği, ölçek uyarlama, ölçek doğrulama

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