Predictive model of students’ continuance intention in massive open online course among university students
Rapid development of digital technologies creates innovative ways of learning known as Massive Open Online Course (MOOC) which has been introduced at most universities. However, previous study have shown that low course completion rate and limited amount of studies to examine factors that infl...
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| 格式: | Thesis |
| 語言: | English |
| 出版: |
2017
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| 主題: | |
| 在線閱讀: | http://psasir.upm.edu.my/id/eprint/68482/1/fpp%202018%2013%20ir.pdf |
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| 總結: | Rapid development of digital technologies creates innovative ways of learning
known as Massive Open Online Course (MOOC) which has been introduced at most
universities. However, previous study have shown that low course completion rate
and limited amount of studies to examine factors that influence students’
continuance intention towards using MOOC.
Therefore, the main purpose of this study is to predict factors that influence students’
continuance intention towards using MOOC among university students based on
Expectation-Confirmation model and Technology Acceptance Model. By means of
reviewing the related literature, factors namely perceived usefulness, perceived ease
of use, expectation-confirmation, satisfaction and MOOC continuance intention were
examined.
This study implemented a survey research design. The instrument used was an online
questionnaire. To measure the reliability of the instrument, a pilot study was
conducted prior to the actual study towards 32 UPM students whereby a Cronbach
alpha values ranged from .738 to .821 was obtained. The actual study was conducted
on a sample of 368 undergraduate students. The data was analyzed descriptively
using SPSS 22 and Analysis of Moment Structures (AMOS) 2I.
The outcome of testing the model revealed that among the nine paths of the
structural model, seven paths were significant and two were not. The paths that
reflected significant effects were as follows: (1) students’ perceived ease of use have
effects perceived usefulness of MOOC (β=. 481, p<. 001); (2) students’ expectation confirmation have effect on perceived usefulness (β=. 367, p<. 005); (3) students’
expectation-confirmation have effect perceived ease of use of MOOC (β=. 918, p<.
001); (4) perceived usefulness have effect on MOOC continuance intention (β=. 374,
p<. 001); (5) students’ expectation-confirmation have effect on satisfaction with
MOOC (β=.800. p<.001); (6) students’ perceived ease of use of MOOC have effect
MOOC continuance intention (β=-.310, p<.001); (7) students’ satisfaction have
effect on MOOC continuance intention (β=.840, p<.001). Besides, the paths with
non-significant effects were: students’ perceived usefulness does not have effect on
satisfaction with MOOC (β=. 058, p>.05); students’ perceived ease of use does not
have effect on satisfaction with MOOC (β=. 074, p>.05). The empirical results of the
study indicates that perceived usefulness, perceived ease of use and satisfaction with
the use of MOOC are strong predictors of MOOC continuance intention. The overall
structural model with nine paths has explained 79.4% percent of the variance for
putra MOOC continuance intention among public university students. |
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