Perceived user satisfaction and intention to use massive open online courses (MOOCs)

Pozón-López, Irma; Higueras-Castillo, Elena; Muñoz‐Leiva, Francisco; Liébana‐Cabanillas, Francisco

doi:10.1007/s12528-020-09257-9

Cited by 66 publications

(66 citation statements)

References 65 publications

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“…After the Covid-19, it may explain that along with PCQ, other factors are also important to influence the users' reuse intentions. H7 -H8 explained that PCQ positively affected the users' PS and RI toward MOOCs, and these findings are consistent with earlier research (Pozón-López et al, 2020). The H9 -H10 revealed that perceived satisfaction is a strong mediator between PCQ, PE, and users' RI toward MOOCs.…”

Section: Resultssupporting

confidence: 87%

“…Some earlier research studies signify that satisfaction positively impacted technology use intentions in online courses learning perspectives (Alraimi et al, 2015;Joo et al, 2018;Shahijan et al, 2016). After the Covid-19 pandemic, very few studies investigated the perceived satisfaction on the MOOCs' continued intentions (Lu et al, 2019;Pozón-López et al, 2020). Previous research revealed that satisfaction found a positive mediator between quality e-learning and behavioral intentions in MOOCs perspective (Ayala et al, 2014;Udo et al, 2011), and similarly, satisfaction impacted positively between performance expectancy and continued intentions in mobile commerce (Marinković et al, 2020) and online food ordering through mobile applications (Alalwan, 2020).…”

Section: Perceived Satisfactionmentioning

confidence: 99%

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Predicting user perceived satisfaction and reuse intentions toward Massive Open Online Courses (MOOCs) in the Covid-19 pandemic

Wang

Khan

Khan³

2021

IJRBS

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The Covid-19 pandemic restricted the people around the world's boundaries. Therefore, online learning's importance increased in the current era, an essential topic for current research. Students are actively using Massive Open Online Courses (MOOCs) while restricted at their homes during the Covid-19 pandemic. This research investigates the Unified Theory of Acceptance and Use of Technology model (UTAUT) and quality factors to predict the users perceived satisfaction and reuse intentions toward MOOCs in the Covid-19 pandemic. We collected data from three public universities in Wuhan, China and 298 users who were actively using MOOCs participated in this research. The proposed hypotheses were tested by using PLS-SEM. The findings revealed that effort expectancy and social influence directly impacted users' reuse intentions while performance expectancy and perceived course quality positively impacted users' reuse intentions through perceived satisfaction toward MOOCs. This research found the critical role of perceived satisfaction in the current pandemic era. Finally, this research provides important theoretical implications for the researchers and practical implications for the developers, technologists, and policymakers for developing effective systems and strategies in online environments. In addition, this study revealed some limitations and future research guidelines for the researchers.

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Section: Resultssupporting

confidence: 87%

Section: Perceived Satisfactionmentioning

confidence: 99%

Predicting user perceived satisfaction and reuse intentions toward Massive Open Online Courses (MOOCs) in the Covid-19 pandemic

Wang

Khan

Khan³

2021

IJRBS

View full text Add to dashboard Cite

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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%

“…The TAM is also considered the best fit model for investigation, particularly in adopting different online learning technologies from various perspectives (Bazelais et al, 2018). Although TAM is widely applied in different industries and environments but considering the TAM role in the development of MOOCs, prior research investigated the TAM to predict behavioral intentions in Taiwan, China, and Jordan (Al-Adwan, 2020;Hsu et al, 2018;Teo & Dai, 2019), and to predict emotions, satisfaction, and MOOC use intention in Spain (Irma et al, 2020). Besides, research is on the topic still in a limited scope (Joo et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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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 Case Study of Collaborative Learning Within a Digitalization Learning Environment

Wang

2023

Lecture Notes in Business Information Processing

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Perceived user satisfaction and intention to use massive open online courses (MOOCs)

Cited by 66 publications

References 65 publications

Predicting user perceived satisfaction and reuse intentions toward Massive Open Online Courses (MOOCs) in the Covid-19 pandemic

Predicting user perceived satisfaction and reuse intentions toward Massive Open Online Courses (MOOCs) in the Covid-19 pandemic

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

A Case Study of Collaborative Learning Within a Digitalization Learning Environment

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