A Study on the Influencing Factors of Continued Intention to Use MOOCs: UTAUT Model and CCC Moderating Effect.

Yalin Li,Min Zhao

doi:10.3389/fpsyg.2021.528259

Abstract

Massive Open Online Courses (MOOCs) is the product of “internet + education,” which offer the open educational resources to global students. This study analyzed the factors influencing the continued intention to use the MOOCs by students. To achieve research objectives, this study integrated the unified theory of acceptance and use of technology (UTAUT) and connected classroom climate (CCC). In this study, 312 valid samples were used to verify the hypothesis proposed with the help of structural equation modeling and PROCESS. The results showed that the factors of UTAUT model (performance expectancy, effort expectancy, social influence, and facilitating conditions) had significant positive effects on continued intention to use MOOCs. More importantly, there was a significant moderating effect of CCC between UTAUT and the continued intention to use MOOCs. Based on this research the findings, implications and limitations are discussed.

Highlights

A Massive Open Online Course (MOOC) is usually a free online course offered to anyone who wants to sign up to study
This research shows that factors such as performance expectancy, effort expectancy, social influence, and facilitating conditions have a significant impact on continued intention to use MOOCs and the CCC has a
The study was motivated by the fact that the MOOCs have been widely criticized for the low completion rate

Summary

Introduction

A Massive Open Online Course (MOOC) is usually a free online course offered to anyone who wants to sign up to study. MOOC provides students with new learning opportunities and new professional knowledge and skills through online courses (Barak et al, 2016; Evans et al, 2016; Watted and Barak, 2018). Most of the students are to learn a new concept or improve their knowledge by enrolling in MOOCs (Arpaci et al, 2020). With their advantages of without space and time constraints (Porter et al, 2014), many universities around the world put the development MOOC on the agenda (Sharrock, 2015). As of the end of 2018, more than 900 universities had created 11,400 MOOCs involving over 101 million learners around the world (Sun et al, 2020)

Methods

Results

Discussion

Conclusion