What drives mobile MOOC's continuous intention? A theory of perceived value perspective

IF 2.4 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS International Journal of Information and Learning Technology Pub Date : 2023-03-09 DOI:10.1108/ijilt-04-2022-0087
Omkar Dastane, H. Haba
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引用次数: 2

Abstract

PurposeThe purpose of the study is to identify drivers of mobile massive open online course (MOOC) continuous intention (CI) through the lenses of customer perceived value (CPV) theory. Consumer choice is successfully explained by CPV, but lesser attention is given to linking the theory to the mobile MOOC context whereby the majority of theories have adopted approaches like technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), etc.Design/methodology/approachA mix-method approach was employed. Study A (qualitative), explores context-specific perceived value (PV) dimensions using nethnographic analysis of 627 learner reviews on Corsera app. Study B (quantitative), collects primary data by administering a questionnaire based on dimensions, and 231 responses were then analysed using structural equation modelling.FindingsThe results revealed that three context-specific PVs (i.e. pedagogy, interface and content) have a positive and significant impact on CI. Pedagogy value is a chief driving force of mobile MOOC CI followed by content value. Ubiquity value demonstrated insignificant impact.Practical implicationsThe findings provide insights for MOOC apps and their developers for formulating better value propositions for ensuring sustainable business which may result in gaining a higher share in the growing mobile learning market.Originality/valueThis study bridges an important gap in mobile MOOC literature by providing a novel approach to investigating what drives mobile MOOC CI through the lenses of CPV theory. It is the first study investigating mobile MOOC CI through the specific CPV dimensions identified by employing a mixed-method approach. The study formulates a conceptual framework that may serve as a foundation for future research on mobile MOOCs for which literature is relatively scant.
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是什么推动了移动MOOC的持续意图?感知价值观理论
目的本研究的目的是通过客户感知价值理论来识别移动大规模开放在线课程(MOOC)持续意图(CI)的驱动因素。CPV成功地解释了消费者的选择,但很少注意将该理论与移动MOOC上下文联系起来,因为大多数理论都采用了技术接受模型(TAM)、技术接受和使用统一理论(UTAUT)等方法。设计/方法/方法采用了混合方法。研究A(定性),通过对Corsera应用程序上627篇学习者评论的网络图分析,探索了特定情境的感知价值(PV)维度。研究B(定量)通过根据维度进行问卷调查来收集主要数据,然后使用结构方程模型对231份回复进行分析。研究结果表明,三个特定情境的PV(即教育学、界面和内容)对CI有着积极而显著的影响。教育学价值是移动MOOC CI的主要驱动力,其次是内容价值。普遍性价值显示影响不显著。实际意义这些发现为MOOC应用程序及其开发者提供了见解,以制定更好的价值主张,确保可持续的业务,从而在不断增长的移动学习市场中获得更高的份额。原创性/价值本研究通过CPV理论的视角,为研究移动MOOC CI的驱动因素提供了一种新的方法,从而弥合了移动MOOC文献中的一个重要空白。这是第一项通过采用混合方法确定的特定CPV维度来研究移动MOOC CI的研究。该研究制定了一个概念框架,可以作为未来移动MOOC研究的基础,而文献相对较少。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
International Journal of Information and Learning Technology
International Journal of Information and Learning Technology COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
6.10
自引率
3.30%
发文量
33
期刊介绍: International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.
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