Developing Lifelong Online Learning for Students through Constructivism and Massive Open Online Courses (MOOCs)

The purpose of this study was to enhance lifelong learning based on constructivism and massive open online courses (MOOCs).  Constructivism is defined basically as a learning approach, in which students subjectively construct, interpret and reorganize their  knowledge. MOOCs are online courses that facilitate open access to learning at a large scale. Lifelong learning is defined as self-directed and self-regulated learning. The statistical population was composed of Ph.D and M.A students having at least one-year experience in  E-learning environments. Based on self-expression, a sample of 161 individuals was selected using random sampling method. Data  gathering tool was a questionnaire consisting of 67 items in the above three themes: constructivism, MOOCs, and lifelong learning. The  total variance of questionnaires and their construct validity was confirmed applying exploratory factor analysis. Path analysis model was implemented and the results are as follows: constructivism has positive and significant effect on lifelong learning through MOOCs, but it has no direct or significant effect on lifelong learning. Also, in the final model, such factors as uncertainty, time management, and daptable learning strategies were removed from constructivism, MOOCs and lifelong learning, respectively.