A multi-analytical approach to modeling of customer satisfaction and intention to use in Massive Open Online Courses (MOOC)

Pozón-López, Irma; Kalinić, Zoran; Higueras-Castillo, Elena; Liébana‐Cabanillas, Francisco

doi:10.1080/10494820.2019.1636074

Cited by 51 publications

(31 citation statements)

References 43 publications

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“…In an educational context, SAT can be defined as the student's overall positive assessment of the learning experience (Keller, 1983). A significant relationship also exists between learning satisfaction and the intention to use e-learning (Pozón-López et al, 2019;Roca et al, 2006;Shu-Sheng & Hsiu-Mei, 2011).…”

Section: Acceptance and Participation In Moocsmentioning

confidence: 99%

Exploring how student motivation relates to acceptance and participation in MOOCs

Frías

Montaño

Barrio‐García

2020

Interactive Learning Environments

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In recent years, MOOCs have become firmly established as valid e-learning environments and, as such, have been developed by many universities using different types of platform. Given the voluntary nature of MOOC enrollment, motivation is crucial to our understanding of why students register for and complete these courses. The present study explores the motivations that characterize MOOC participants and how they relate to technology acceptance variables (data collected via questionnaires) and participation variables (observational data collected via the platform). Our results indicate that students show exceptionally high levels of intrinsic motivation. However, extrinsic motivation also plays a relevant role, suggesting that the two are not mutually exclusive. Although only intrinsic motivation appears to be systematically associated with differences in technology acceptance, both are associated with differences in participation, but in contrasting ways. Our results provide insights that will enable us to improve MOOC design in order to enhance participant satisfaction, particularly when different sources of motivation are involved. Future research based on the modeling of technology acceptance and participation will also benefit from this study.

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Section: Acceptance and Participation In Moocsmentioning

confidence: 99%

Exploring how student motivation relates to acceptance and participation in MOOCs

Frías

Montaño

Barrio‐García

2020

Interactive Learning Environments

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“…The use of MOOCs for teaching is becoming widespread in sports and physical education (Chen, et al, 2017) too, since they are free from the space and time components of traditional learning agencies and allow constant monitoring of educational activities and progress of the students (Admiraal, et al, 2014). The MOOC are online courses, free and massive (Pozón-López, et al, 2019), whose main feature is associated with all studentsregardless of their curriculum, age or social background (free version). Even the geopolitical location does not influence these online courses, in fact they easily reach also economically or culturally disadvantaged areas.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2019

JPES

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Background: In the field of online learning, a new niche sector is spreading throughout the world in the Massive open online courses: MOOCs for sport and physical education. Aim: The aim of this paper is to analyze the reference literature in relation to MOOCs and sports and to trace the research paths that the studies are taking in the contributions of the last five years. Methods: The research used combined terms for each main concept of MOOC, e-learning, sport and physical education in electronic databases. For inclusion, didactic interventions were to aim at online instruction, such as virtual physical education, supplementary courses, and online courses based learning. No theoretical designs have been included. The studies were excluded even if the interventions focused mainly on the diffusion of sports communication and physical education, which had no educational implications. Results: the international scientific literature has strongly focused on the three themes of: (1) design studies and implementation of the online education, (2) outcome measures: cognitive, affective, psychomotor, and assessment tools, (3) student performance, perceptions, facilitators and obstacles of students and teachers. Discussion: scientific research in the field of MOOCs for sport, seeking abandoning the classic themes of study they are addressing to new issues that appear clearly to be: 1) Student Use and Perceptions, 2) Teacher Uses and Perceptions, 3) Student Physical Education Learning Outcomes.

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“…Prior research found that autonomous motivation positively related to students' use intentions toward MOOCs (I. Pozón et al, 2019;Irma et al, 2020) and continuous intentions toward MOOCs (Abdullatif & Velázquez-Iturbide, 2020). Similarly, previous research found the positive relationships of autonomous motivation and satisfaction, such as in the context of employee satisfaction and turnover (Gillet et al, 2013), child and parent association context (Jungert et al, 2015).…”

Section: Autonomous Motivationmentioning

confidence: 86%

“…Similarly, recent research revealed that controlled motivation had non-significant impacts on user intentions toward MOOCs (I. Pozón et al, 2019;Irma et al, 2020) and continues intentions toward MOOCs (Abdullatif & Velázquez-Iturbide, 2020). Self-determination theory explains that higher motivation does not mean to yield positive outcomes, mainly if the motivation is controlled than autonomous (Ryan & Deci, 2000).…”

Section: Controlled Motivationmentioning

confidence: 99%

Impact of motivation and technology factors to predict satisfaction and continued intentions toward online courses

Wang

Khan

2021

IJRBS

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The rapid developments and diffusion of new technologies abruptly changed world dynamics. This study pursued the motivational factors (controlled and autonomous) and technology factors (perceived ease of use and perceived usefulness) to predict the students perceived satisfaction and continued intention toward MOOCs. Using an online survey, this research collected data from 333 students, and analysis performed through PLS-SEM. The findings revealed that controlled motivation positively influenced the perceived satisfaction. However, autonomous motivation positively affected students perceived satisfaction and continued intention toward MOOCs. The technology factors such as PEU strongly impacted PU. Similarly, PU positively impacted students perceived satisfaction and continued intention toward MOOCs. This research guides essential theoretical insights and provides practical guidelines to educational institutions and technologists to develop and implement systems and strategies in online environments.

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A multi-analytical approach to modeling of customer satisfaction and intention to use in Massive Open Online Courses (MOOC)

Cited by 51 publications

References 43 publications

Exploring how student motivation relates to acceptance and participation in MOOCs

Exploring how student motivation relates to acceptance and participation in MOOCs

Untitled

Impact of motivation and technology factors to predict satisfaction and continued intentions toward online courses

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