{"title":"从信息系统的角度确定千禧一代对MOOC的收养后意图","authors":"Jinal Shah, Monica Khanna","doi":"10.1108/idd-11-2022-0109","DOIUrl":null,"url":null,"abstract":"\nPurpose\nThis study aims to understand the learner behaviour of millennials for Massive Open Online Courses (MOOCs) in the post-adoption stage by extending the theory of Unified Theory of Acceptance and User Technology 2 (UTAUT2) with expectancy confirmation model (ECM) along with personal innovativeness as the exogenous, satisfaction as a mediating and continued intention as an endogenous construct.\n\n\nDesign/methodology/approach\nThis study applied a cross-sectional research design by using a survey method to collect primary data with a structured questionnaire. Convenience sampling was used to collect data from millennial MOOC users, and partial least square structural equation modelling method was applied for data analysis.\n\n\nFindings\nThe results indicate that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation influence satisfaction. Similarly, performance expectancy, hedonic motivation, personal innovativeness and satisfaction influence the continued intention for MOOCs.\n\n\nResearch limitations/implications\nIn terms of limitations, the study applied a cross-sectional research design that could lead to data collection bias. Similarly, the study used convenience sampling as the authors did not have access to the participant list of users from MOOC platforms.\n\n\nPractical implications\nThe research highlights various insights to all the stakeholders on improving MOOC satisfaction and enhance the continued intention for millennial learners.\n\n\nOriginality/value\nThe findings of this research bridge this gap by examining the post-adoption usage behaviour of MOOCs by extending the baseline model of UTAUT2 with personal innovativeness and integrating it with ECM.\n","PeriodicalId":43488,"journal":{"name":"Information Discovery and Delivery","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Determining the post-adoptive intention of millennials for MOOCs: an information systems perspective\",\"authors\":\"Jinal Shah, Monica Khanna\",\"doi\":\"10.1108/idd-11-2022-0109\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nPurpose\\nThis study aims to understand the learner behaviour of millennials for Massive Open Online Courses (MOOCs) in the post-adoption stage by extending the theory of Unified Theory of Acceptance and User Technology 2 (UTAUT2) with expectancy confirmation model (ECM) along with personal innovativeness as the exogenous, satisfaction as a mediating and continued intention as an endogenous construct.\\n\\n\\nDesign/methodology/approach\\nThis study applied a cross-sectional research design by using a survey method to collect primary data with a structured questionnaire. Convenience sampling was used to collect data from millennial MOOC users, and partial least square structural equation modelling method was applied for data analysis.\\n\\n\\nFindings\\nThe results indicate that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation influence satisfaction. Similarly, performance expectancy, hedonic motivation, personal innovativeness and satisfaction influence the continued intention for MOOCs.\\n\\n\\nResearch limitations/implications\\nIn terms of limitations, the study applied a cross-sectional research design that could lead to data collection bias. Similarly, the study used convenience sampling as the authors did not have access to the participant list of users from MOOC platforms.\\n\\n\\nPractical implications\\nThe research highlights various insights to all the stakeholders on improving MOOC satisfaction and enhance the continued intention for millennial learners.\\n\\n\\nOriginality/value\\nThe findings of this research bridge this gap by examining the post-adoption usage behaviour of MOOCs by extending the baseline model of UTAUT2 with personal innovativeness and integrating it with ECM.\\n\",\"PeriodicalId\":43488,\"journal\":{\"name\":\"Information Discovery and Delivery\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Information Discovery and Delivery\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/idd-11-2022-0109\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"INFORMATION SCIENCE & LIBRARY SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Information Discovery and Delivery","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/idd-11-2022-0109","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
Determining the post-adoptive intention of millennials for MOOCs: an information systems perspective
Purpose
This study aims to understand the learner behaviour of millennials for Massive Open Online Courses (MOOCs) in the post-adoption stage by extending the theory of Unified Theory of Acceptance and User Technology 2 (UTAUT2) with expectancy confirmation model (ECM) along with personal innovativeness as the exogenous, satisfaction as a mediating and continued intention as an endogenous construct.
Design/methodology/approach
This study applied a cross-sectional research design by using a survey method to collect primary data with a structured questionnaire. Convenience sampling was used to collect data from millennial MOOC users, and partial least square structural equation modelling method was applied for data analysis.
Findings
The results indicate that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation influence satisfaction. Similarly, performance expectancy, hedonic motivation, personal innovativeness and satisfaction influence the continued intention for MOOCs.
Research limitations/implications
In terms of limitations, the study applied a cross-sectional research design that could lead to data collection bias. Similarly, the study used convenience sampling as the authors did not have access to the participant list of users from MOOC platforms.
Practical implications
The research highlights various insights to all the stakeholders on improving MOOC satisfaction and enhance the continued intention for millennial learners.
Originality/value
The findings of this research bridge this gap by examining the post-adoption usage behaviour of MOOCs by extending the baseline model of UTAUT2 with personal innovativeness and integrating it with ECM.
期刊介绍:
Information Discovery and Delivery covers information discovery and access for digital information researchers. This includes educators, knowledge professionals in education and cultural organisations, knowledge managers in media, health care and government, as well as librarians. The journal publishes research and practice which explores the digital information supply chain ie transport, flows, tracking, exchange and sharing, including within and between libraries. It is also interested in digital information capture, packaging and storage by ‘collectors’ of all kinds. Information is widely defined, including but not limited to: Records, Documents, Learning objects, Visual and sound files, Data and metadata and , User-generated content.