Chinese MOOC learners’ satisfaction and continuance intention: A mixed-method study
Drawing on the technology acceptance model (TAM), self-determination theory (SDT), expectation-confirmation model (ECM), and massive open online courses (MOOCs) design effects, the present work introduced a conceptual model for understanding the fine-grained mechanism underlying learner satisfaction...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Hong Kong Bao Long Accounting & Secretarial Limited
2025-06-01
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| Series: | Knowledge Management & E-Learning: An International Journal |
| Subjects: | |
| Online Access: | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/628 |
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| _version_ | 1849694404569202688 |
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| author | Xieling Chen Di Zou Gary Cheng Haoran Xie |
| author_facet | Xieling Chen Di Zou Gary Cheng Haoran Xie |
| author_sort | Xieling Chen |
| collection | DOAJ |
| description | Drawing on the technology acceptance model (TAM), self-determination theory (SDT), expectation-confirmation model (ECM), and massive open online courses (MOOCs) design effects, the present work introduced a conceptual model for understanding the fine-grained mechanism underlying learner satisfaction and continuance intention. A structural equation modelling analysis based on 168 MOOC learners’ survey data showed that perceived usefulness positively affected satisfaction and continuance intention. Assessment and autonomous motivation positively affected continuance intention; expectation confirmation significantly influenced perceived usefulness and satisfaction. By providing empirical evidence about affecting factors relating to learners’ satisfaction and continuance intention, this study shows valuable managerial insight into MOOC design. |
| format | Article |
| id | doaj-art-e1c60aeafdf94ad78ea27bd6a67775dc |
| institution | DOAJ |
| issn | 2073-7904 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Hong Kong Bao Long Accounting & Secretarial Limited |
| record_format | Article |
| series | Knowledge Management & E-Learning: An International Journal |
| spelling | doaj-art-e1c60aeafdf94ad78ea27bd6a67775dc2025-08-20T03:20:04ZengHong Kong Bao Long Accounting & Secretarial LimitedKnowledge Management & E-Learning: An International Journal2073-79042025-06-0117229733010.34105/j.kmel.2025.17.014Chinese MOOC learners’ satisfaction and continuance intention: A mixed-method studyXieling Chen0https://orcid.org/0000-0003-3417-7421Di Zou1https://orcid.org/0000-0001-8435-9739Gary Cheng2https://orcid.org/0000-0002-5614-3348Haoran Xie3https://orcid.org/0000-0003-0965-3617Guangzhou University, ChinaThe Hong Kong Polytechnic University, Hong KongThe Education University of Hong Kong, Hong KongLingnan University, Hong KongDrawing on the technology acceptance model (TAM), self-determination theory (SDT), expectation-confirmation model (ECM), and massive open online courses (MOOCs) design effects, the present work introduced a conceptual model for understanding the fine-grained mechanism underlying learner satisfaction and continuance intention. A structural equation modelling analysis based on 168 MOOC learners’ survey data showed that perceived usefulness positively affected satisfaction and continuance intention. Assessment and autonomous motivation positively affected continuance intention; expectation confirmation significantly influenced perceived usefulness and satisfaction. By providing empirical evidence about affecting factors relating to learners’ satisfaction and continuance intention, this study shows valuable managerial insight into MOOC design.https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/628learner satisfactioncontinuance intentionstructural equation modellingmooc design |
| spellingShingle | Xieling Chen Di Zou Gary Cheng Haoran Xie Chinese MOOC learners’ satisfaction and continuance intention: A mixed-method study Knowledge Management & E-Learning: An International Journal learner satisfaction continuance intention structural equation modelling mooc design |
| title | Chinese MOOC learners’ satisfaction and continuance intention: A mixed-method study |
| title_full | Chinese MOOC learners’ satisfaction and continuance intention: A mixed-method study |
| title_fullStr | Chinese MOOC learners’ satisfaction and continuance intention: A mixed-method study |
| title_full_unstemmed | Chinese MOOC learners’ satisfaction and continuance intention: A mixed-method study |
| title_short | Chinese MOOC learners’ satisfaction and continuance intention: A mixed-method study |
| title_sort | chinese mooc learners satisfaction and continuance intention a mixed method study |
| topic | learner satisfaction continuance intention structural equation modelling mooc design |
| url | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/628 |
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