Quality Factors That Influence the Continuance Intention to Use MOOCs <subtitle>An Expectation-Confirmation Perspective</subtitle>

Abstract

Abstract: Introduction: This study explored the relationship among various variables from an expectation-confirmation perspective to identify ways to increase learners’ continuance intention to use MOOCs. Using the expectation-confirmation model (ECM), we established the structural relationship among MOOC quality factors (system quality, service quality, information quality), perceived usefulness, expectation-confirmation, satisfaction, and continuance intention to use in the context of MOOCs. Methods: We surveyed learners who took the K-MOOC (Korean MOOC), an open online service that provides free courses to anyone. We collected a total of 352 datasets from K-MOOC courses opened at a 4-year university in Seoul and analyzed 349 surveys after preprocessing the data. We then employed structural equation modeling to analyze the data. Results: The quality of service and information positively affected expectation confirmation. Expectation confirmation significantly affected perceived usefulness and satisfaction, and perceived usefulness significantly affected satisfaction and continued intention to use MOOCs. Expectation confirmation had a mediating effect between information quality and continuance intention to use as well as between service quality and continuance intention to use. Conclusion: This study is a meaningful contribution that proposes a practical suggestion to ultimately increase the intention to continue using MOOCs by meeting users’ expectations regarding quality.

Keywords

• online learner
• continuance intention to use
• expectation-confirmation model
• MOOC