Chinese MOOC learners’ satisfaction and continuance intention: A mixed-method study
Abstract
Drawing on the technology acceptance model (TAM), self-determination theory (SDT), expectation-confirmation model (ECM), and massive open online courses (MOOCs) design effects, the present work introduced a conceptual model for understanding the fine-grained mechanism underlying learner satisfaction and continuance intention. A structural equation modelling analysis based on 168 MOOC learners’ survey data showed that perceived usefulness positively affected satisfaction and continuance intention. Assessment and autonomous motivation positively affected continuance intention; expectation confirmation significantly influenced perceived usefulness and satisfaction. By providing empirical evidence about affecting factors relating to learners’ satisfaction and continuance intention, this study shows valuable managerial insight into MOOC design.
Link to publication in Knowledge Management & E-Learning
