Factors influencing students willingness to continue online learning as a lifelong learning: A path analysis based on MOA theoretical framework

Abstract

The aim was to explore the factors influencing the willingness to continue using online learning to promote the healthy and sustainable development of online learning. Based on the MOA theoretical framework, a model of factors influencing the willingness to continue using online learning was constructed. 430 valid samples were obtained through questionnaire surveys, and a structural equation model was used to analyze and verify the influencing factors and action paths of users' willingness to continue using online learning. The results show that the greatest influence on willingness to continue using online learning is ability, then motivation, and finally opportunity. Interests and hobbies among motivation factors, course quality, perceived cost, and social influence among opportunity factors, and learners' self-efficacy and meta-recognition among ability factors all have a significant impact on learners' continued willingness to learn online, knowledge needs, and achievements. Access, level quality, and interaction quality have no significant impact on continued use intention. to conclude, it is suggested that metacognition, strengthening self-efficacy, building curriculum resources, and exerting group effect are to be improved.