Predicting user perceived satisfaction and reuse intentions toward Massive Open Online Courses (MOOCs) in the Covid-19 pandemic

Abstract

The Covid-19 pandemic restricted the people around the world's boundaries. Therefore, online learning's importance increased in the current era, an essential topic for current research. Students are actively using Massive Open Online Courses (MOOCs) while restricted at their homes during the Covid-19 pandemic. This research investigates the Unified Theory of Acceptance and Use of Technology model (UTAUT) and quality factors to predict the users perceived satisfaction and reuse intentions toward MOOCs in the Covid-19 pandemic. We collected data from three public universities in Wuhan, China and 298 users who were actively using MOOCs participated in this research. The proposed hypotheses were tested by using PLS-SEM. The findings revealed that effort expectancy and social influence directly impacted users' reuse intentions while performance expectancy and perceived course quality positively impacted users' reuse intentions through perceived satisfaction toward MOOCs. This research found the critical role of perceived satisfaction in the current pandemic era. Finally, this research provides important theoretical implications for the researchers and practical implications for the developers, technologists, and policymakers for developing effective systems and strategies in online environments. In addition, this study revealed some limitations and future research guidelines for the researchers.

Keywords: {'name': 'The UTAUT model'}, {'name': 'perceived course quality'}, {'name': 'perceived satisfaction'}, {'name': 'reuse intentions'}

Authors & affiliations

Qing Wang
Affiliation not supplied

Muhammad Saqib Khan
Affiliation not supplied

Muhammad Kamran Khan
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.1007/s10639-020-10250-z

DOI: 10.1016/j.ijinfomgt.2019.04.008

DOI: 10.1016/j.compedu.2014.08.006

DOI: 10.1007/s10639-020-10317-x

DOI: 10.17705/1CAIS.03512

DOI: 10.1016/j.compedu.2015.11.010

DOI: 10.19173/irrodl.v15i1.1593

Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom research into edX's first MOOC. Research & Practice in Assessment, 8, 13-25.

DOI: 10.1016/j.obhdp.2006.09.008

Camilleri, A. F., Ehlers, U. D., & Pawlowski, J. (2014). State of the art review of quality issues related to open educational resources (OER). Luxembourg: Publications Office of the European Union. https://doi.org/10.2791/80171

DOI: 10.1177/0020720920984001

DOI: 10.17705/1jais.00239

DOI: 10.1080/02188791.2019.1575184

Chin, W. W. (1998). The partial least squares approach to structural equation modeling. Modern methods for business research, 295(2), 295-336.

DOI: 10.1016/j.im.2008.02.003

DOI: 10.19173/irrodl.v17i3.2253

DOI: 10.5585/remark.v10i2.2212

dos Santos, A. I., & Punie, Y. (2016). Opening up education: A support framework for higher education institutions.

DOI: 10.3390/educsci8020070

DOI: 10.1177/002224378101800104

DOI: 10.1287/mnsc.41.12.1827

DOI: 10.34293/management.v7i2.820

Hair, J. F. (2009). Multivariate Data Analysis: A Global Perspective (7th ed.). Upper Saddle River: Prentice Hall.

DOI: 10.2753/MTP1069-6679190202

DOI: 10.1108/EBR-11-2018-0203

Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.

DOI: 10.1007/s11747-014-0403-8

DOI: 10.56059/jl4d.v3i3.165

DOI: 10.1145/2556325.2566249

DOI: 10.1016/j.ijinfomgt.2016.12.002

DOI: 10.1016/j.compedu.2018.01.003

DOI: 10.19173/irrodl.v15i1.1651

DOI: 10.1016/j.compedu.2018.02.013

DOI: 10.1016/S0268-4012(00)00005-0

Lu, Y., Wang, B., & Lu, Y. (2019). Understanding key drivers of MOOC satisfaction and continuance intention to use. Journal of Electronic Commerce Research, 20(2), 105-117.

DOI: 10.9743/JEO.2019.16.2.7

DOI: 10.1016/j.ijmedinf.2014.09.004

Mak, S., Williams, R., & Mackness, J. (2010, 2010). Blogs and forums as communication and learning tools in a MOOC. Proceedings of the 7th International Conference on Networked Learning 2010,

DOI: 10.1080/09537325.2019.1655537

DOI: 10.1016/j.chb.2014.07.044

DOI: 10.1007/s10639-016-9526-5

Mulik, S., Srivastava, M., & Yajnik, N. (2018). Extending UTAUT model to examine MOOC adoption. NMIMS Management Review, XXXVI(2), 26-44.

Nasef, E. M. M., Zainuddin, N. M. M., Ibrahim, R., & Shariff, S. A. (2019). Proposed Model of Students Acceptance of Massive Open Online Courses. Open International Journal of Informatics (OIJI), 7(2), 179-189.

DOI: 10.21315/mjde2015.17.2.1

DOI: 10.1007/s12528-020-09257-9

DOI: 10.5937/ekonomika1604039P

DOI: 10.5585/remark.v13i2.2717

DOI: 10.1016/j.redee.2014.09.003

DOI: 10.4018/joeuc.2003100101

DOI: 10.1108/APJML-02-2020-0123

DOI: 10.1007/978-3-319-05542-8_15-1

DOI: 10.3991/ijet.v12i10.7258

Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach. John Wiley & Sons.

DOI: 10.1007/s12564-015-9410-9

DOI: 10.1108/IntR-11-2016-0335

DOI: 10.1504/IJTEL.2019.098810

DOI: 10.1016/j.ijhcs.2006.05.001

DOI: 10.1016/j.chb.2011.01.009

DOI: 10.2307/30036540

DOI: 10.1177/2158244020941858

DOI: 10.1007/s11423-017-9513-6

Yee, M. L. S., & Abdullah, M. S. (2021). A Review of UTAUT and Extended Model as a Conceptual Framework in Education Research. Jurnal Pendidikan Sains Dan Matematik Malaysia, 11, 1-20. https://doi.org/10.37134/jpsmm.vol11.sp.1.2021

DOI: 10.1016/j.compedu.2016.02.003