Teacher supported behaviors affecting MOOC learners’ intention based on TAM and SOR Model

Abstract

Based on SOR and TAM model, this paper proposes a model of the influence of teachers-support on learning persistence in MOOCs. With 268 learners as the research objects, relevant variables were measured by scales such as online teacher-support, learner experience and learning persistence, and the variables’ relationship was determined by SEM and mediating effect. The results showed that perceived ease of use, perceived usefulness and flow experience directly positively affected the learning persistence in MOOCs, while perceived ease of use indirectly affected the learning persistence through the mediating effect of perceived usefulness and flow experience. Emotional support of teacher significantly affects flow experience; Cognitive support of teacher has direct influence on perceived ease of use and indirectly affects perceived usefulness and flow experience through perceived ease of use. Technical support of teacher directly affects perceived ease of use and perceived usefulness, and affects flow experience and perceived usefulness through the mediating effect of perceived ease of use. Finally, some suggestions are put forward.