Analysis of MOOC's Continuous Learning Intention and Its Influencing Factors of Higher Vocational Students

Abstract

While MOOC brings a great impact to higher education, there is also the problem of low course completion rate, and it is important to analyze the factors influencing learners' continuous learning and participation in Massive Open Online Course (MOOC) for improving the teaching quality of MOOC. This paper constructs a model to predict and explain learners' MOOC continuous learning intention based on expectation confirmation model, technology acceptance model, planned behavior theory and flow theory, and carries out a questionnaire survey on students of our university who participate in the general elective courses on the platform of Chinese University MOOC. The results based on structural equation modeling show that expected confirmation and perceived ease of use significantly influence learners' perceived usefulness of MOOC; perceived usefulness and perceived ease of use significantly influence learners' attitudes towards MOOC; expected confirmation and perceived usefulness significantly influence learning satisfaction; perceived ease of use, satisfaction, attitude, focus, Perceived behavior control and subjective norms significantly influence learners' MOOC continuous learning intention. Based on the data analysis, the researcher discusses the theoretical and practical significance of this study and proposes the follow-up research plan.