Expanded expectation-confirmation model using tangible and intangible benefits of MOOCs: The case of Peru

Abstract

Driven by significant technological advancements in education, Massive Open Online Course (MOOC) platforms have become a global phenomenon. However, while the worldwide average for internet usage devoted to educational purposes is high, there are specific regions and countries where the population does not utilize the internet for educational purposes despite having internet access. This gap has left students in higher education who have not engaged with MOOCs at a disadvantage in their professional development, with fewer opportunities than those who participate in these online courses. Thus, it is essential to understand the factors motivating continuous engagement with MOOCs among undergraduate students and recent graduates. Using an adapted version of the expanded Expectation-Confirmation Model (ECM), this research develops a benefits-confirmation model to examine factors influencing the intention to continue using MOOCs. A total of 213 responses were collected through an online survey, and structural equation modeling was used for analysis. The findings demonstrated a significant influence of perceived tangible benefits on the intention to continue using MOOCs, and most hypotheses related to ECM were supported.