This study aimed to examine the structural relationships among factors that affect learners’ continuance intention to use Massive Open Online Courses (MOOCs). Drawing upon the Technology Acceptance Model (TAM), it posited teaching presence and task-technology fit as exogenous variables, examining how they affect continuance intention to use MOOCs, mediated by perceived usefulness and perceived ease of use. Based on survey data from 252 Korean MOOC learners, structural equation modeling was employed to assess the model. The results indicated that perceived usefulness affected continuance intention to use, while perceived ease of use did not; however, perceived ease of use did affect perceived usefulness. Further, teaching presence was not significantly related to continuance intention to use or perceived usefulness, but did affect perceived ease of use. However, task-technology fit affected perceived usefulness, perceived ease of use, and continuance intention to use. Finally, the mediating role of perceived usefulness and perceived ease of use on the relationships between teaching presence as well as task-technology fit and continuance intention were confirmed. Implications were suggested for designing courses in MOOCs to increase continuance intention to use.

这项研究旨在研究影响学习者继续使用大规模开放在线课程（MOOC）的意愿的因素之间的结构关系。它利用技术接受模型（TAM），将教学存在和任务技术作为外生变量进行拟合，研究它们如何影响由感知有用性和感知易用性介导的使用MOOC的持续性意图。根据来自252名韩国MOOC学习者的调查数据，使用结构方程模型对模型进行评估。结果表明，感知的有用性影响了持续使用的意图，而感知的易用性则没有。但是，感知的易用性确实会影响感知的实用性。此外，教学的存在与继续使用意图或感知的有用性没有显着相关，但确实影响了易用性。但是，任务技术适合受影响的感知有用性，感知易用性和持续使用意图。最后，证实了感知的有用性和感知的易用性在教学存在以及任务技术的契合度和持续性意图之间的关系中所起的中介作用。有人建议在MOOCs中设计课程，以增加继续使用的意图。