The success of lifelong learning in MOOCs and other OERs should be evaluated not through traditional lenses, instructor-focused measures such as dropout rates and assignments completion, but rather through non-formal learner-centered measures such as learner satisfaction and the fulfillment of learner intentions. The goal of this research was to predict the two learner-centered outcome measures using learning analytics and educational data mining. Data gathered from self-report questionnaires, and actual behavior was collected. 125 MOOC participants answered a pre- and a post-questionnaire and their behavioral measurements were harvested from the log-files of the course. Using structural equation modeling allows an identification of the effect of the independent variables included in the study - demographic and educational background, outcome beliefs, online self-regulation learning, learners’ behavior and perceived course usability. The results suggest that participants’ gender, number of weekly quizzes taken and the length of participation in the course affect the perception of individual intention-fulfillment, while the number of lectures that the participants attended affects the level of course satisfaction. Moreover, positive outcome beliefs, the ability to regulate the learning by setting goals and the perceived usability of the course influenced the level of intention-fulfillment and course satisfaction. The results enable to develop a theoretical and practical perspective of student perception of courses outcomes which is essential when discussing lifelong learning. It is suggested that MOOCs and other OERs designers and developers encourage their participants to set their goals and to evaluate expected benefits to exploit the potential benefit from course participation to the full.
