Understanding the impact of quality elements on MOOCs continuance intention

Abstract

Online learning has captured much attention, while given for high dropout rate, continuance of MOOCs is now a most concerned critical topic in both research and practical field. From teaching-based quality and platform-based quality perspectives, this study aims to investigate the impact of quality elements on continuance intention based on Expectation Confirmation Model, Task Technology Fit, flow theory and trust. We conducted our research through online questionnaire from July to September in 2020 and collected 555 valid responses which were mainly from university students who had already participated in MOOCs. A Partial Least Square Structural Equation Model approach is employed to test the research model. The results show that teaching-based quality will increase both students’ task technology fit and confirmation, and platform-based quality can improve the confirmation and perceived value about learning in MOOCs. Task technology fit, confirmation and perceived value will further facilitate the using experience and enhance trust and satisfaction. This research comprehensively illustrates the importance of quality relevant to teaching and platforms on continuance intention of MOOCs.