What drives mobile MOOC's continuous intention? A theory of perceived value perspective

Abstract

PurposeThe purpose of the study is to identify drivers of mobile massive open online course (MOOC) continuous intention (CI) through the lenses of customer perceived value (CPV) theory. Consumer choice is successfully explained by CPV, but lesser attention is given to linking the theory to the mobile MOOC context whereby the majority of theories have adopted approaches like technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), etc.Design/methodology/approachA mix-method approach was employed. Study A (qualitative), explores context-specific perceived value (PV) dimensions using nethnographic analysis of 627 learner reviews on Corsera app. Study B (quantitative), collects primary data by administering a questionnaire based on dimensions, and 231 responses were then analysed using structural equation modelling.FindingsThe results revealed that three context-specific PVs (i.e. pedagogy, interface and content) have a positive and significant impact on CI. Pedagogy value is a chief driving force of mobile MOOC CI followed by content value. Ubiquity value demonstrated insignificant impact.Practical implicationsThe findings provide insights for MOOC apps and their developers for formulating better value propositions for ensuring sustainable business which may result in gaining a higher share in the growing mobile learning market.Originality/valueThis study bridges an important gap in mobile MOOC literature by providing a novel approach to investigating what drives mobile MOOC CI through the lenses of CPV theory. It is the first study investigating mobile MOOC CI through the specific CPV dimensions identified by employing a mixed-method approach. The study formulates a conceptual framework that may serve as a foundation for future research on mobile MOOCs for which literature is relatively scant.

Research on the influencing factors of adult learners' intent to use online education platforms based on expectation confirmation theory

“…Further, the findings of Chiu et al and Wang et al reinforce the influence of expectancy confirmation on satisfaction 49 , 50 . Moreover, this relationship has been substantiated in various digital contexts, such as e-commerce 51 , and e-learning 52 , suggesting that expectancy confirmation is a significant predictor of user satisfaction across different digital platforms. To further expand on this, it's worth noting that expectancy confirmation can also influence other aspects of user experience.…”

To continue or not to continue? Examining the antecedents of MOOCs continuance intention through the lens of the stimulus-organism-response model

“…Although the increasing popularity in many educational institutions around the world on the topic of MOOCs as a good tool to increase learner engagement in online courses, there still exist an unprecedented challenge, low completion rates when comparing enrollments with the number of students that completed these courses (Aparicio et al , 2019; Poondej and Lerdpornkulrat, 2020; Dastane and Haba, 2023). Thus, the measurement of MOOCs' effectiveness may depend on continuance intention of MOOCs (Wu and Chen, 2017; Poondej and Lerdpornkulrat, 2020; Cheng, 2022b), and it is pivotal to explore the underlying mechanisms that motivate learners to enhance their continuance intention of MOOCs, which is a major research topic to this study and it is of great importance to online education.…”