Understanding the quality factors that influence the continuance intention of students toward participation in MOOCs

The massive open online course (MOOC) is emerging as the new paradigm for modern education. The success of MOOCs depends on learners' continued usage. Drawing upon the information systems success model (IS success model) and technology acceptance model, a theoretical model for studying learners...

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Veröffentlicht in:Educational technology research and development Jg. 65; H. 5; S. 1195 - 1214
Hauptverfasser: Yang, Ming, Shao, Zhen, Liu, Qian, Liu, Chuiyi
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer Science+Business Media LLC 01.10.2017
Springer US
Springer
Springer Nature B.V
Schlagworte:
Computer Attitudes
Course Content
Data Analysis
Education
Educational Research
Educational Technology
Electronic Learning
Influence of Technology
Information Systems
Intention
Learning and Instruction
Massive open online courses
Measures (Individuals)
MOOCs
Online Courses
Online education
Online instruction
Participation
Problem Sets
RESEARCH ARTICLE
Structural Equation Models
Student Motivation
Student Participation
Students
Success
Surveys
Technology Acceptance Model
Technology Uses in Education
World Problems
E-learning
Continuance intention
IS success model
Quality factors
MOOCs
ISSN:1042-1629, 1556-6501
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Zusammenfassung:The massive open online course (MOOC) is emerging as the new paradigm for modern education. The success of MOOCs depends on learners' continued usage. Drawing upon the information systems success model (IS success model) and technology acceptance model, a theoretical model for studying learners' continuance intentions toward participation in MOOCs was developed. Based on survey data from 294 respondents, structural equation modeling was employed to assess the model. The results of this analysis indicate that system quality, course quality, and service quality were significant antecedents of the continuance intention of individuals, and the effect of course quality and service quality were mediated by perceived usefulness. The results contribute to the extant literatures in the context of MOOCs learning by identifying the critical quality factors, and provide managerial guidelines for MOOCs utilization and generalization. The implications of the present findings for research and managerial practice are discussed.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-017-9513-6