What Determines MOOC Success? Validation of MOOC Satisfaction Continuance Model

Abstract

Advancements in the field of educational technology have made Massive Open Online Courses (MOOCs) ubiquitous. MOOCs are accessible from anywhere, anytime and without any entry–exit criteria. The initial acceptance of MOOCs has been studied in the extant research, but limited studies have delved into understanding the factors impacting post-adoption usage behaviour. The aim of this research is to investigate the factors influencing MOOCs’ satisfaction and continuance intention using an integrated model derived from the Information System Success and Expectancy Confirmation Model. The study has proposed MOOC Satisfaction Continuance Model using existing scales and empirically tested it with a cross-sectional research design. Structured questionnaire was employed for collecting primary data from 513 respondents using a convenience sample. A partial least square structural equation modelling technique was employed using SMART PLS for testing the hypothesized relationships of the model. The study’s findings demonstrate that perceived usefulness, hedonic motivation, information quality and system quality positively impact the satisfaction of MOOCs. Moreover, perceived usefulness, hedonic motivation and satisfaction significantly influence the continued use intention. The study’s findings will be beneficial to MOOC platform providers, universities and facilitators in understanding and designing effective learning systems.