Examining the impact mechanism of social psychological motivations on individuals’ continuance intention of MOOCs

Shao, Zongshu

doi:10.1108/intr-11-2016-0335

Cited by 74 publications

(101 citation statements)

References 68 publications

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“…However, many more researchers have focused on the former (e.g. Alraimi et al, 2015;Fang et al, 2019;Hsu et al, 2018;Ma & Lee, 2019a;Ma & Lee, 2019b;Shao, 2018;Wu & Chen, 2017;Zhou, 2016) as compared to the latter; the current study intends to fill this gap.…”

Section: Massive Open Online Courses (Moocs)mentioning

confidence: 99%

“…Most prior relevant studies have examined MOOC use from the learner's perspective using technology acceptance model (TAM) (Hsu, Chen, & Ting, 2018;Shao, 2018;Wu & Chen, 2017;Yang & Su, 2017;Zhou, 2016), task-technology fit (Huang, Zhang, & Liu, 2017;Jo, 2018;Wu & Chen, 2017), the theory of planned behavior (Yang & Su, 2017;Zhou, 2016), the social support theory (Hsu et al, 2018), the social cognitive theory (Shao, 2018), the self-determination theory (Fang, Tang, Yang, & Peng, 2019;Zhou, 2016), the technology-user-environment perspective (Ma & Lee, 2019a), network externalities (Li, Wang, & Tan, 2018), the regulatory focus theory (Zhang, 2016), the expectationconfirmation paradigm (Alraimi et al, 2015;Zhou, 2017), and the innovation resistance theory (Ma & Lee, 2019b). Relatively few studies have examined this issue from the perspective of teachers (Liyanagunawardena, Adams, & Williams, 2013), even though teachers play a key facilitating role in MOOCs and are instrumental in terms of engaging students in the learning process through course design (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2

Tseng

Lin

Wang

et al. 2019

Interactive Learning Environments

125

104

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The number of the massive open online courses (MOOCs) around the globe is on the rise. Despite the popularity of MOOCs, they have received less attention from faculty members around the globe compared to other less-traditional and digital education models. MOOCs can be challenging for teachers to use. As such, understanding how to facilitate teachers' adoption of MOOCs is very important to better promote their use. The aim of this research paper is to investigate the drivers of teachers' acceptance and use of MOOCs from the perspective of the extended unified theory of acceptance and use of technology (UTAUT2). An online survey was used to collect responses from university faculty in Taiwan. Partial least squares structural equation modeling (PLS-SEM) was utilized for data analysis. The findings reveal that performance expectancy, social influence, facilitating conditions, and price value facilitated teachers' behavioral intention to adopt MOOCs. Furthermore, facilitating conditions and behavioral intention determined teachers' adoption of MOOCs. However, effort expectancy and hedonic motivation failed to drive teachers' adoption of MOOCs. Based on the findings, several important theoretical and practical implications are discussed.

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Section: Massive Open Online Courses (Moocs)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2

Tseng

Lin

Wang

et al. 2019

Interactive Learning Environments

125

104

View full text Add to dashboard Cite

show abstract

“…Previous literature in IT adoption and usage argued that gender may play a significant role in explaining individuals' behavioral differences [41,47]. Compared with females, males are more "pragmatic" and usually have a greater emphasis on practical benefits and achievement needs [44].…”

Section: Post-hoc Analysismentioning

confidence: 99%

Impact of Perceived Value on Customer Satisfaction and Continuance Intention of Bicycle Sharing Service

Shao¹,

Guo²,

Ge³

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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Bicycle sharing service has been identified as one of the most significant applications in the sharing economy, yet few studies have explored its value stream from a customer perception perspective. Drawing upon value creation theoretical framework, this study proposes a research model to examine the impact mechanism of four value streams on customer satisfaction and continuance intention of bicycle sharing service. An empirical study was conducted and 293 valid data was collected from users of two leading bicycle-sharing platforms in China. Structural equation modeling technique was used to examine the research model. The empirical results suggest that emotional value is the most significant antecedent of customer satisfaction and continuance intention, followed by functional value and economic value. While environmental value has a positive but weaker influence on customer satisfaction. A post-hoc analysis further suggests that gender difference exists on the association between the four value streams and customer satisfaction.

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“…The empirical results suggest that self-efficacy, self-enjoyment, self-development and social norm are positively associated with individuals' continuance intention of MOOC, while management commitment in the university has little influence on continuance intention. The moderating test further suggests that males are more likely to be influenced by self-development and perceived usefulness compared with females [17].…”

Section: Literature Reviewmentioning

confidence: 93%

“…Triangular membership function for is set for three group of student competency namely poor, moderate and excellent. The first level, poor student in online learning time is represented by Equation(17). Triangular membership function for online learning time Meanwhile, the second competency level is moderate that represented by Equation(18).…”

mentioning

confidence: 99%

Robust Estimation of Student Performance in Massive Open Online Course using Fuzzy Logic Approach

Bakar¹,

Rosbi²,

Bakar³

2020

IJETT

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The objective of this paper is to develop robust estimation of student performance in Massive Open Online Course (MOOC) using fuzzy logic approach. A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the web. This evaluation for MOOC was implemented using online assessment marks and online self-learning time. Data were collected from 30 students who were participated in online course. Data for online assessment marks was represented using trapezoidal membership function. Meanwhile, data for online self-learning time was represented using triangular membership function. Output data for this analysis using final examination marks with gaussian membership function. Fuzzy logic procedure involved in this study using three procedures namely fuzzification of all inputs, fuzzy inference process using rule base and defuzzification to get output values. Results indicated higher value online assessment marks and higher value of online self-learning time contributed to higher performance in final examination. The findings of this study will help educators to forecast student performance in final examination with considering online input variables namely online assessments marks and online self-learning time. This study also will help students to adjust their self-learning time in obtaining required expected result in final examination.

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Examining the impact mechanism of social psychological motivations on individuals’ continuance intention of MOOCs

Cited by 74 publications

References 68 publications

Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2

Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2

Impact of Perceived Value on Customer Satisfaction and Continuance Intention of Bicycle Sharing Service

Robust Estimation of Student Performance in Massive Open Online Course using Fuzzy Logic Approach

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