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Exploring the factors affecting learners\u2019 continuance intention of MOOCs for online collaborative learning: An extended ECM perspective ARTICLE

Australasian Journal of Educational Technology Volume 33, Number 5, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

The purpose of this paper was to investigate what factors influence learners\u2019 continuance intention in massive open online courses (MOOCs) for online collaborative learning. An extended expectation confirmation model (ECM) was adopted as the theoretical foundation. A total of 435 valid samples were collected in mainland China and structural equation model (SEM) approach was adopted. The descriptive statistics show that platforms from abroad, such as Coursera and Khan, are more popular than native ones in mainland China. The empirical results show that the effects of three ECM factors (satisfaction with prior learning experience, confirmation with prior learning experience, and perceived usefulness) are significant. Different factors have different predicting power. Knowledge outcome is the first powerful indicator of learners\u2019 continuance intention of MOOCs, followed by social influence, learners\u2019 satisfaction with prior learning experience, and performance proficiency. The effects of knowledge outcome, performance proficiency, and social influence are significant, showing the success of extended ECM.

Citation

Zhou, J. (2017). Exploring the factors affecting learners\u2019 continuance intention of MOOCs for online collaborative learning: An extended ECM perspective. Australasian Journal of Educational Technology, 33(5),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved November 19, 2017 from .

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