Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials

Abstract

Purpose

This study intends to investigate the determinants of learners' continuance intention to use massive open online courses (MOOCs) for personal or professional development.

Design/methodology/approach

This study employed quantitative research design. The respondents were individual learners from six selected universities in China who used MOOCs for continuous learning. A purposive sampling technique was employed to obtain 270 valid samples. Data were analyzed and analytical outputs were produced using the techniques of Partial Least Squares Structural Equation Modeling and Importance-Performance Matrix.

Findings

Expectation confirmation was found to have a positive relationship with perceived usefulness, flow experience, learning self-efficacy and satisfaction with MOOCs. Perceived usefulness, flow experience and leaning self-efficacy were also found to have a positive relationship with MOOC satisfaction. In addition, perceived usefulness, flow experience, learning self-efficacy and MOOC satisfaction had a positive impact on continuance usage intention.

Originality/value

The outcomes of the study can serve as a practical reference for MOOC providers and decision-makers to develop relevant strategies to increase the course completion rates.

Citation

Wang, Y., Chaw, L.Y., Leong, C.-M., Lim, Y.M. and Barut, A. (2024), "Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials", International Journal of Educational Management, Vol. 38 No. 4, pp. 978-1000. https://doi.org/10.1108/IJEM-02-2023-0071