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.
| Original language | English |
|---|---|
| Pages (from-to) | 297-330 |
| Number of pages | 34 |
| Journal | Knowledge Management & E-Learning: An International Journal |
| Volume | 17 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 4 Jun 2025 |
Bibliographical note
Publisher Copyright:© 2025 Hong Kong Bao Long Accounting And Secretarial Limited. All rights reserved.
Funding
This research is supported by the National Natural Science Foundation of China (No. 62307010) and the Philosophy and Social Science Planning Project of Guangdong Province of China (Grant No. GD24XJY17).
Keywords
- Learner satisfaction
- Continuance intention
- Structural equation modelling
- MOCC design
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