ABSTRACT

The purpose of this study is to investigate the factors underlying the adoption, completion and continuance of massive open online courses (MOOCs), using technology-user-environment (TUE) framework, MOOCs features and MOOCs qualities. The proposed model was empirically tested using longitudinal research design. The primary data was gathered at three time points through a survey of 197 students at an Indian university. Stepwise regression analysis was used to test the hypothesised relationships in the proposed model. The results demonstrate that technological characteristics, user characteristics and MOOCs features influence the students’ decisions in all the stages of MOOCs acceptance including initial adoption, completion and continuance. Environmental factors determine the students’ initial intentions to adopt MOOCs, whereas MOOCs qualities predict their intentions to complete and continue the usage of MOOCs in future. Moreover, the intention to adopt MOOCs significantly predicts the intention to complete MOOCs which in turn significantly determines the intention to continue using MOOCs. These findings will be helpful for MOOCs providers and other stakeholders. The MOOCs providers can focus on the technological characteristics, user characteristics and MOOCs features as they carry a sustained influence on the students’ intentions to adopt, complete as well as continue using MOOCs.

摘要

本研究的目的是利用技术-用户-环境 (TUE) 框架、MOOC 的特点和 MOOC 的质量来调查大规模开放在线课程 (MOOC) 的采用、完成和持续的因素。使用纵向研究设计对所提出的模型进行了实证测试。主要数据是通过对印度一所大学的 197 名学生的调查在三个时间点收集的。逐步回归分析用于测试所提出模型中的假设关系。结果表明，技术特征、用户特征和MOOCs特征影响学生在MOOCs接受的各个阶段的决策，包括初始采用、完成和继续。环境因素决定了学生采用 MOOC 的初衷，而 MOOC 的质量则预测了他们在未来完成和继续使用 MOOC 的意图。此外，采用 MOOC 的意愿显着预测了完成 MOOC 的意愿，进而显着决定了继续使用 MOOC 的意愿。这些发现将对 M​​OOC 提供者和其他利益相关者有所帮助。MOOCs提供者可以关注MOOCs的技术特征、用户特征和MOOCs特征，因为它们对学生采用、完成和继续使用MOOCs的意图具有持续的影响。这些发现将对 M​​OOC 提供者和其他利益相关者有所帮助。MOOCs提供者可以关注MOOCs的技术特征、用户特征和MOOCs特征，因为它们对学生采用、完成和继续使用MOOCs的意图具有持续的影响。这些发现将对 M​​OOC 提供者和其他利益相关者有所帮助。MOOCs提供者可以关注MOOCs的技术特征、用户特征和MOOCs特征，因为它们对学生采用、完成和继续使用MOOCs的意图具有持续的影响。