Nurses’ MOOCs continuance intention and task performance: antecedents and mediators

IF 2.1 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Information Discovery and Delivery Pub Date : 2023-11-03 DOI:10.1108/idd-02-2023-0015

Yung-Ming Cheng

{"title":"Nurses’ MOOCs continuance intention and task performance: antecedents and mediators","authors":"Yung-Ming Cheng","doi":"10.1108/idd-02-2023-0015","DOIUrl":null,"url":null,"abstract":"Purpose The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether media richness and social interaction as environmental feature antecedents to nurses’ learning engagement (LE) can affect their continuance intention of massive open online courses (MOOCs) and task performance. Design/methodology/approach Sample data for this study were collected from nurses at five university-/medical university-affiliated hospitals in Taiwan. A total of 500 questionnaires were distributed, and 303 (60.6%) usable questionnaires were analyzed using structural equation modeling in this study. Findings This study proved that nurses’ perceived media richness and social interaction in MOOCs positively influenced their behavioral LE and psychological LE elicited by MOOCs, which jointly caused their continuance intention of MOOCs and, in turn, enhance their task performance. The results support all proposed hypotheses and the research model, respectively, explains 84.3% and 63.7% of the variance in nurses’ continuance intention of MOOCs and task performance. Originality/value This study uses the S-O-R model as a theoretical base to frame nurses’ continuance intention of MOOCs and task performance as a series of the internal process, which is affected by environmental stimuli (i.e. media richness and social interaction) and organismic states. Noteworthily, while the S-O-R model has been extensively used in prior literature, little research uses this paradigm to expound nurses’ continuance intention of MOOCs in the work settings. Besides, there is a dearth of evidence on the antecedents of nurses’ task performance in the context of MOOCs. Hence, this study’s empirical evidence contributes significantly to the existing literature on bridging the gap of limited evaluation for the research on the impact of nurses’ MOOCs learning on their task performance in the work settings, which is very scarce in the S-O-R view.","PeriodicalId":43488,"journal":{"name":"Information Discovery and Delivery","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Information Discovery and Delivery","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/idd-02-2023-0015","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}

引用次数: 0

Abstract

Purpose The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether media richness and social interaction as environmental feature antecedents to nurses’ learning engagement (LE) can affect their continuance intention of massive open online courses (MOOCs) and task performance. Design/methodology/approach Sample data for this study were collected from nurses at five university-/medical university-affiliated hospitals in Taiwan. A total of 500 questionnaires were distributed, and 303 (60.6%) usable questionnaires were analyzed using structural equation modeling in this study. Findings This study proved that nurses’ perceived media richness and social interaction in MOOCs positively influenced their behavioral LE and psychological LE elicited by MOOCs, which jointly caused their continuance intention of MOOCs and, in turn, enhance their task performance. The results support all proposed hypotheses and the research model, respectively, explains 84.3% and 63.7% of the variance in nurses’ continuance intention of MOOCs and task performance. Originality/value This study uses the S-O-R model as a theoretical base to frame nurses’ continuance intention of MOOCs and task performance as a series of the internal process, which is affected by environmental stimuli (i.e. media richness and social interaction) and organismic states. Noteworthily, while the S-O-R model has been extensively used in prior literature, little research uses this paradigm to expound nurses’ continuance intention of MOOCs in the work settings. Besides, there is a dearth of evidence on the antecedents of nurses’ task performance in the context of MOOCs. Hence, this study’s empirical evidence contributes significantly to the existing literature on bridging the gap of limited evaluation for the research on the impact of nurses’ MOOCs learning on their task performance in the work settings, which is very scarce in the S-O-R view.

查看原文本刊更多论文

护士慕课继续意愿与任务绩效:前因与中介

本研究的目的是提出一个基于刺激-机体-反应(S-O-R)模型的研究模型，探讨媒介丰富性和社会互动作为护士学习投入(LE)的环境特征前因是否会影响护士大规模在线开放课程(MOOCs)的继续意愿和任务绩效。设计/方法/方法本研究的样本资料来自台湾五所大学/医科大学附属医院的护士。本研究共发放问卷500份，其中可用问卷303份(60.6%)采用结构方程模型进行分析。本研究证明，护士在mooc中感知到的媒体丰富性和社交交互性对其在mooc中获得的行为LE和心理LE有正向影响，这两种影响共同导致了护士对mooc的继续意愿，进而提高了护士的任务绩效。结果支持所有提出的假设和研究模型，分别解释了84.3%和63.7%的护士慕课继续意愿和任务绩效方差。本研究以S-O-R模型为理论基础，将护士的MOOCs继续意愿和任务绩效框架为一系列受环境刺激(媒介丰富度和社会互动)和机体状态影响的内部过程。值得注意的是，虽然S-O-R模型在之前的文献中被广泛使用，但很少有研究使用该范式来阐述护士在工作环境下的MOOCs继续意愿。此外，在mooc背景下，护士任务绩效的前因缺乏证据。因此，本研究的经验证据有助于弥补现有文献对护士MOOCs学习对工作环境下任务绩效影响研究的有限评估的空白，这在S-O-R观点中是非常缺乏的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Information Discovery and Delivery INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

5.40

自引率

4.80%

发文量

期刊介绍： Information Discovery and Delivery covers information discovery and access for digital information researchers. This includes educators, knowledge professionals in education and cultural organisations, knowledge managers in media, health care and government, as well as librarians. The journal publishes research and practice which explores the digital information supply chain ie transport, flows, tracking, exchange and sharing, including within and between libraries. It is also interested in digital information capture, packaging and storage by ‘collectors’ of all kinds. Information is widely defined, including but not limited to: Records, Documents, Learning objects, Visual and sound files, Data and metadata and , User-generated content.