Design and validation of Mooc-based learning readiness questionnaire

Abstract
The aim of this study was to design and validate a questionnaire to assess learners' readiness who participate in Mooc courses. The method of this research is in terms of how to collect descriptive information of correlation type (factor analysis) and in terms of applied purposes. The statistical population of this research includes two categories: 1) Specialists and practitioners of E-learning and Mooc in the country.2) 200 people who have awared about Mooc-based course. Data was collected through the means of a Researcher-made questionnaire with reliability (α = 0.95) .In order to verify the validity of this tool two variables content validity coefficients (CVR) and validity index Content (CVI) was used and validated. Quantitative analysis methods such as exploratory and confirmatory factor analysis with the help of SPSS and LISREL software were used to analyze the data. The results of ten factors including: access to technology, technical skills, motivation and attitude to learning, ability to learn through media, self-awareness, self-efficacy, self-direction, social skills, communication and teamwork, critical thinking, self-criticism and constructive criticism, and analysis skills were analyzed in the questionnaire. The results showed that T-values were significant for each indicator with relevant factors with more than 99% confidence. This finding emphasizes that the markers support their agents well. Due to these cases, the necessary evidence was provided to confirm the validity of the items and factors. The fit indices all have a favorable and relatively favorable condition, which indicates the proper fit of the data with the model.
Keywords
Validation
Learner's Rediness
mooc
1. Hoseini A, Barzegar M. The role of MOOCs in providing specialized training. New research in the humanities, 2019; N 51: 91-98. [Persian]
2. Jafari S, Fathi Vajargah K, Arefi M, Rezaei Zadeh M. Identifying the strengths, weaknesses and threats of Mock-based curricula in Iranian higher education. Journal of Educational Technology, 2018: N13 (2): 269- 281. [Persian]
3. Jafarpoor M, Bahram zadeh MM. Evaluation of factors affecting the development of e-learning in the country's universities. 17th International Management Conference, 2010. [Persian]
4. Habibi A. Lisrel Applied Training. second edition. Tehran: jahad daneshgahi, 2013. [Persian]
5. Hoseinpoor F. Evaluation of e-learning readiness in Payame Noor University of Tehran. Master Thesis. Government Management Group. Faculty of Social and Economic Sciences. Payam Noor university, 2010. [Persian]
6. Horizad B. New insights into the enrichment of the Higher Education School, the Higher School. Tehran: Sayeh Sokhan, 2012. [Persian]
7. Khatib zanjani N, Ajam, AA, Badnava S. Relationship between self-directed learning readiness and e-learning acceptance and students' academic achievement. Nursing Care Research Center of Iran University of Medical Sciences (Iranian Journal of Nursing). 2018; N 30 (106): 11-22. [Persian]
8. Darab B. Designing an e-learning readiness assessment model in Iranian universities. Master Thesis in Information Technology Engineering. Information Technology Engineering Group. Faculty of Engineering. Trabiat Modares University, 2010. [Persian]
9. Dortaj F, Zarei Zavaraki S, Ali Abadi Kh. Designing and validating a MOOC-based distance learning model for students. Journal of Educational Psychology, Allameh Tabatabai University. 2018. 13 (44); 83-108. [Persian]
10. Dortaj F, Rajabian Dehzireh M. The effect of MOOC-based distance education on academic conflict and its components in Payame Noor University students. Bi-Quarterly Journal of Cognitive Strategies in Learning. 2019. 6 (10); 131-150. [Persian]
11. Rezaei E, Zarei Zavaraki S, Hatami j, Ali Abadi Kh, Delavar A. Development of educational design model of mass free online courses based on communication theory. Journal of Yazd Medical Science Education and Development Center. 2019. 12(1,2); 65-86. [Persian]
12. Sojodi M. Narrative research of the challenges of starting a MOOC business in Iran from the perspective of their founders and managers. Master Thesis in Information Technology Management. Faculty of Management, University of Tehran. 2017. [Persian]
13. Seraji F, Yarmohammadi Vasel M. Preparation and validation of assessment tools for "learner entrance readiness for electronic courses". Quarterly Journal of Educational Measurement. 2011. 135-157. [Persian]
14. Sarmad Z, Bazargan A, Hejazi E. Research Methods in Behavioral Sciences. Tehran: Agah. 2020. [Persian]
15. Ebadi M, Maleki Sh. Lesson Study and Teacher Development. Hamedan: faragir Hehmataneh. 2017. [Persian]
16. Kiakjoori D, Mirtaghian Roodsari M. A Survey of Students' Attitudes Towards the Effectiveness of Factors Affecting the Development of E-Learning (Case Study: Imam Khomeini University of Marine Sciences, Nowshahr). Journal of Marine Science Education. 2017. N 5. [Persian]
17. Mahjob Eshrat Abadi H, Ghoroneh D. Review the criteria for evaluating the quality of e-learning in higher education and provide a framework for its evaluation. First National Conference on Quality Assessment in Academic Systems. Tehran. Sharif University of Technology. 2015. [Persian]

18. Fadzil, M. Abdol Latif, L. Abu Kassim. Z. & Subramaniam. T. T. (2016). MOOCs Readiness among Malaysian Adult Learners. E-ASEM LLL FORUM. Copenhagen, Denmark. 2-4.
19. Wong, B. T. M. (2016). Factors leading to effective teaching of MOOCs. Asian Association of Open Universities Journal.
20. Yu. T & Richardson. J.C. (2016). An Exploratory Factor analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument. Online Learning- Vol 19 Issue 5.