Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials

IF 2.4 Q3 MANAGEMENT

International Journal of Educational Management Pub Date : 2023-11-23 DOI:10.1108/ijem-02-2023-0071

Yanan Wang, Lee Yen Chaw, Choi-Meng Leong, Yet Mee Lim, Abdulkadir Barut

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引用次数: 0

Abstract

PurposeThis study intends to investigate the determinants of learners' continuance intention to use massive open online courses (MOOCs) for personal or professional development.Design/methodology/approachThis study employed quantitative research design. The respondents were individual learners from six selected universities in China who used MOOCs for continuous learning. A purposive sampling technique was employed to obtain 270 valid samples. Data were analyzed and analytical outputs were produced using the techniques of Partial Least Squares Structural Equation Modeling and Importance-Performance Matrix.FindingsExpectation confirmation was found to have a positive relationship with perceived usefulness, flow experience, learning self-efficacy and satisfaction with MOOCs. Perceived usefulness, flow experience and leaning self-efficacy were also found to have a positive relationship with MOOC satisfaction. In addition, perceived usefulness, flow experience, learning self-efficacy and MOOC satisfaction had a positive impact on continuance usage intention.Originality/valueThe outcomes of the study can serve as a practical reference for MOOC providers and decision-makers to develop relevant strategies to increase the course completion rates.

查看原文本刊更多论文

大规模开放式在线课程学习者的继续学习意向：塑造微证书路线图

目的本研究旨在探讨学习者为个人或职业发展而继续使用大规模在线开放课程（MOOCs）的决定因素。受访者是来自中国六所选定大学的个人学习者，他们使用MOOCs进行持续学习。采用目的性抽样技术获得 270 个有效样本。研究结果发现，期望确认与感知有用性、流动体验、学习自我效能感和对 MOOCs 的满意度呈正相关。研究还发现，感知有用性、流动体验和学习自我效能感与 MOOC 满意度呈正相关。此外，感知有用性、流动体验、学习自我效能感和 MOOC 满意度对继续使用意向有积极影响。原创性/价值本研究的成果可作为 MOOC 提供者和决策者制定相关策略以提高课程完成率的实用参考。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Educational Management MANAGEMENT-

CiteScore

4.30

自引率

8.30%

发文量

期刊介绍： The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.