Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials

Abstract

PurposeThis study intends to investigate the determinants of learners' continuance intention to use massive open online courses (MOOCs) for personal or professional development.Design/methodology/approachThis study employed quantitative research design. The respondents were individual learners from six selected universities in China who used MOOCs for continuous learning. A purposive sampling technique was employed to obtain 270 valid samples. Data were analyzed and analytical outputs were produced using the techniques of Partial Least Squares Structural Equation Modeling and Importance-Performance Matrix.FindingsExpectation confirmation was found to have a positive relationship with perceived usefulness, flow experience, learning self-efficacy and satisfaction with MOOCs. Perceived usefulness, flow experience and leaning self-efficacy were also found to have a positive relationship with MOOC satisfaction. In addition, perceived usefulness, flow experience, learning self-efficacy and MOOC satisfaction had a positive impact on continuance usage intention.Originality/valueThe outcomes of the study can serve as a practical reference for MOOC providers and decision-makers to develop relevant strategies to increase the course completion rates.