Comparing the determinants of non-MOOC and MOOC continuance intention in Taiwan. Effects of interactivity and openness
| Published date | 19 November 2018 |
| Date | 19 November 2018 |
| Pages | 705-719 |
| DOI | https://doi.org/10.1108/LHT-11-2016-0129 |
| Author | Chia-Chen Chen,Chun-Hsiung Lee,Kuo-Lun Hsiao |
| Subject Matter | Library & information science,Librarianship/library management,Library technology,Information behaviour & retrieval,Information user studies,Metadata,Information & knowledge management,Information & communications technology,Internet |
Comparing the determinants of
non-MOOC and MOOC
continuance intention in Taiwan
Effects of interactivity and openness
Chia-Chen Chen
Department of Information Systems, National Chung Hsing University,
Taichung City, Taiwan
Chun-Hsiung Lee
Department of Information Management, Cheng Shiu University,
Kaohsiung, Taiwan, and
Kuo-Lun Hsiao
Department of Information Management,
National Taichung University of Science and Technology, Taichung, Taiwan
Abstract
Purpose –Massive open online courses (MOOCs) differ from non-MOOC e-learning platforms mainly in
terms of degree of openness, with MOOCs designed to maximize learner access and interaction. The purpose
of this paper is to propose a new research model to explore intention to continue to use MOOCs from the
perspectives of openness and interactivity, based on related theories and dimensions from previous research.
Design/methodology/approach –In order to evaluate the effectiveness of the MOOC platform, two online
survey questionnaires were developed and e-mailed to the all of the university students in Taichung, Taiwan.
The first one and second one are the same except the construct openness. The first one was delivered in late
2015 while the second one was delivered in the middle 2016. After the authors eliminated incomplete
responses and duplicates, 995 and 854 usable responses from platform users remained, respectively, and
were used to test the relationships in the model.
Findings –The model can account for more than 75 percent of the variance in continuance intention.
The research results affirm prior findings that satisfaction has a strong direct influence on intention. Among the
three interaction factors, human-message interaction on the platform has the strongest effect on satisfaction. This
study found that the effects of interactions and motivation on MOOC and non-MOOC platforms were consistent
and similar. Moreover, perceived openness was found to influence usage intention but its effects were relative low.
Originality/value –The model demonstrated good explanatory power for continued intention in the context
of MOOCs. This study provides a better understanding of the relationships among interactions, motivations,
perceived openness, and continuance intention.
Keywords Motivation, Openness, Interactivity, Continuance, Satisfaction, Massive open online courses
Paper type Research paper
Introduction
Offerings of open and distance education have developed rapidly and expanded in recent years.
Massive open online courses (MOOCs) have emerged as an innovative and popular appr oachto
online education. According to a statistical report published by Class Central in 2015,
over 35 million students were taking at least one course in a MOOC environment (Shah, 2015).
Over 500 universities currently offer MOOCs, an increase of 25 percent over the previous year.
The number of different courses offered via MOOCs also increased 40 percent to 4,200 during
thesameperiod.Suchcoursesarefreeofcharge, and offered without selective admissions,
making them available to anyone with an internet connection (El-Hmoudova, 2014; Alraimi et al.,
2015). MOOCs offer learners and instructors new opportunities, not only helping educational
institutions extend access to learning, but also promoting learner-oriented instruction.
Library Hi Tech
Vol. 36 No. 4, 2018
pp. 705-719
© Emerald PublishingLimited
0737-8831
DOI 10.1108/LHT-11-2016-0129
Received 11 November 2016
Revised 19 February 2017
Accepted 11 March 2017
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
705
Non-MOOC
and MOOC
continuance
intention
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