Research on Learning Behavior Modeling of MOOC Based on Social Cognition Theory

The inability to visually observe a range of learning behaviors of MOOC learners makes benign interventions and sound guidance ineffective, and many MOOC learners end up halfway or failing in their learning. Many studies have pointed out that online learning behavior patterns are highly correlated with learning effects. MOOC learners have diverse learning behavior patterns. Selecting factors that influence MOOC learning behavior, effectively dividing online learning rows, and studying the correlation between learners' online learning behavior patterns and learning effects can effectively alleviate MOOC learners' loneliness, maintain their learning motivation, and enhance MOOC learners' stickiness. On the basis of analyzing the connotation of social cognitive theory and MOOC learning behavior, we classify MOOC learning behavior from the cognitive involvement of learning behavior, construct a model of MOOC learning behavior based on social cognitive theory, test and analyze the validity of the model through statistical questionnaires, and explore the complex relationship between MOOC learning context, MOOC learning behavior and MOOC learning effect. The results show that this MOOC learning behavior model is more accurate in analyzing the relationship between learning context, learning behavior, and learning effect, which can improve MOOC learners' learning motivation and enhance the completion rate of MOOC courses.