Meta-Analysis of Factors Influencing Student Acceptance of Massive Open Online Courses for Open Distance Learning

This study aimed to apply the meta-analysis methodology to systematically synthesize results of primary studies to discover the main significant factors influencing student acceptance of massive open online courses (MOOCs) for open distance learning (ODL). An abundance of studies on MOOCs exists, but there is a lack of meta-analysis research on student acceptance of MOOCs, which is a novel contribution of the current study. The meta-analysis methodology was applied to investigate effect sizes, statistical heterogeneity, and publication bias across 36 primary studies involving 14233 participating students. The study findings show satisfaction to be the main significant factor influencing student acceptance of MOOCs. The findings can enlighten stakeholders in the decision-making process of implementing MOOCs for ODL and advance technology acceptance models. Moreover, this study has the potential to theoretically contribute to technology acceptance research by situating the widely known technology acceptance models in the context of education

Exploring how student motivation relates to acceptance and participation in MOOCs

In recent years, MOOCs have become firmly established as valid e-learning environments and, as such, have been developed by many universities using different types of platform. Given the voluntary nature of MOOC enrolment, motivation is crucial to our understanding of why students register for and complete these courses. The present study explores the motivations that characterize MOOC participants and how they relate to technology acceptance variables (data collected via questionnaires) and participation variables (observational data collected via the platform). Our results indicate that students show exceptionally high levels of intrinsic motivation. However, extrinsic motivation also plays a relevant role, suggesting that the two are not mutually exclusive. Although only intrinsic motivation appears to be systematically associated with differences in technology acceptance, both are associated with differences in participation, but in contrasting ways. Our results provide insights that will enable us to improve MOOC design in order to enhance participant satisfaction, particularly when different sources of motivation are involved. Future research based on the modeling of technology acceptance and participation will also benefit from this study

MOOCs: The Factors Impacting Learners’ Continuance Intention, the Intention to Complete or Cancel a Course

The growing popularity of massive open online courses (MOOCs), especially during the COVID-19 pandemic, has attracted significant attention from researchers and businesses. Though many studies have investigated what motivates learners’ continuance intention, it is no less important to reveal the factors that lead to course completion or cancellation. The aim of this study is to reveal the factors impacting three different e-learning behaviour intentions– continuance intention, the intention to complete, and the intention to cancel MOOCs – by applying the theory of planned behaviour (TPB) and the technology acceptance model (TAM). Based on a survey of 299 respondents, it was revealed that the TAM only explains continuance intention but cannot be fully employed to predict two other e-learning behavior intentions. Also, participants’ support and self-efficacy, being a part of the TPB model, had an influence on the intention to complete the course, while they did not affect continuance intention. Only participants’ support had a moderate positive impact on the intention to cancel it. Moreover, it was revealed that continuance intention positively impacted the intention to complete and negatively impacted the intention to cancel the course. This expands the body of knowledge about learners’ motivations for three different e-learning behaviour intentions and has managerial implications for their development in emerging economies

Factors Influencing Continuance Intention to Use Online Learning Management System Platform

Information technology (IT) developments and the COVID-19 pandemic have impacted learning processes, and all educational and organizational systems have adopted e-learning methods. A learning management system (LMS) is one of the most popular systems to support the e-learning process. This ubiquity, recent mass adoption, along with labor population trends in selfdevelopment, motivates us to investigate the factors involved in the continuance intention of LMS. Quantitative research was performed on a sample of 239 workers with LMS experience through an online questionnaire developed based on literature. We have found that the continuance intention was influenced by satisfaction and Task-Technology Fit (TTF). Furthermore, satisfaction was also influenced by performance expectancy, effort expectancy, and hedonic motivation. TTF was found to be influenced by task characteristics and technology characteristics. Finally, we have also found that performance expectancy is influenced by confirmation

MOOC Relevance: A Key Determinant of the Success for Massive Open Online Courses

The MOOC (Massive Open Online Course) providers promote their courses as education that builds marketable skills. However, little research examines the role of relevance in the success of MOOCs or how this relevance influences learner behaviors. This study highlights the importance of MOOC relevance by decomposing it into personal relevance and social relevance and then examining their effects on learner satisfaction. Based on Expectation-Confirmation Model and DeLone and McLean’s information system success model, our proposed theoretical framework elaborates on the relationship among personal relevance, social relevance, perceived usefulness, subjective norms, confirmation, satisfaction, and continuance intention. We analyzed survey data collected from 343 MOOC learners, finding both personal and social relevance positively associated with confirmation and satisfaction. Confirmation positively influences perceived usefulness and satisfaction, while continuance intention is enhanced by learner satisfaction and subjective norms. However, the impact of perceived usefulness on satisfaction is not significant. This study contributes to Information Systems (IS) literature by demonstrating the role of relevance in the growth and success of MOOCs. Additionally, our findings contribute to the IS education literature by highlighting the need for more personally and socially relevant curricula if traditional IS programs are to remain competitive in an era of increasing educational opportunities

A meta-analysis of the quantitative studies in continuance intention to use an information system

Franque, F. B., Oliveira, T., Tam, C., & Santini, F. D. O. (2021). A meta-analysis of the quantitative studies in continuance intention to use an information system. Internet Research, 31(1), 1-36. https://doi.org/10.1108/INTR-03-2019-0103Purpose: This study aims to describe, synthesise and clarify the findings of published studies on individual continuance intention to use an information system (IS), considering the fact that the number of studies in the continuance intention context are growing exponentially and cover several different subjects. Design/methodology/approach: The research uses meta- and weight analysis by taking 115 empirical studies from continuance intention to use an IS. The data are presented in different views using significant and non-significant relationships from all the studies. Furthermore, it uses hierarchical linear meta-analysis to analyse potential moderators that can influence continuance intention. Findings: The results reveal that affective commitment, attitude, satisfaction, hedonic value and flow are the best predictors of continuance intention to use an IS. Sample size, individualism, uncertainty avoidance and long-term orientation moderate the relationship of perceived usefulness on continuance intention. Power distance, masculinity and indulgence moderate relationship satisfaction on continuance intention. Practical implications: The results reveal that continuance intention to use an IS has been studied in different countries, with different cultures; therefore, IS providers should have diversified managing strategies, to ensure the satisfaction of users and long-term usage of their IS. Originality/value: The study provides a systematic overview of the most relevant variables used in the literature, including a temporal analysis of the theoretical models, highlighting the evolution of the constructs and presents a moderation analysis.authorsversionpublishe

Mobile Payment Continuance Intention

A thesis submitted in partial fulfillment of the requirements for the degree of Doctor in Information Management, specialization in Information TechnologiesThe disruptive development of information and communication technologies over the last two decades has revolutionized the mobile phone industry, exponentially increased the number of mobile phone users, and encouraged companies to make various services available through a mobile phone. Mobile payment is one of the fastest growing services, enabling users to perform financial transactions over a mobile phone. The exponential growth of mobile payment has affected a number of sectors including finance and technology, thus reinforcing the need for a deep understanding of the impact of the continued use of mobile payment services. With this dissertation we contribute to a better understanding of the determinants of continuance intention to use mobile payment at the individual level. For this reason, were developed four studies, one literature review, and three empirical studies. In the first study (Chapter 2) we conducted a literature review of existing studies on individual continuance intention to use an information system. In Chapter 3 we assessed the continuance intention to use m-payment employing two theoretical models, the DeLone and McLean information system success model (D&M ISSM) and the expectation-confirmation model (ECM) in an African context. The impact of task technology fit (TTF) and overall trust on ECM to explain the continuance use of mpayment is analysed in Chapter 4. In the last study, Chapter 5, we assess the impact of culture on continuance intention to use m-payment, combining the ECM and Hofstede’s cultural dimensions. This dissertation provides several contributions for research and practice, contributing to the advancement of knowledge and implications for service managers, service providers, users, and researchers. The literature review applies meta-analysis and weight analysis from 115 empirical studies from continuance intention to use an information system (IS). The findings reveal that the factors with strongest influence on continuance intention to use an IS are affective commitment, attitude, satisfaction, hedonic value, and flow. Moreover, sample size, individualism, uncertainty avoidance, and long-term orientation moderate the relationship of perceived usefulness on continuance intention. Power distance, masculinity, and indulgence moderate the relationship of satisfaction on continuance intention. From the first empirical study we examine the influence individual performance drivers on continuance intention to use m–payment in an African context. We find that the most important predictors of continuance intention to use m-payment are individual performance, use, and satisfaction. The second empirical study integrates TTF and overall trust theories and evaluates their relationships for continuance intention to use mobile payment. Findings show that use, individual performance, overall trust, and the moderation role of satisfaction are the most important constructs to explain continuance intention. The last empirical study assesses the impact of culture on m-payment continuance intention. The findings reveal that the relationships between confirmation on satisfaction and perceived usefulness, and perceived usefulness on continuance intention are moderated by uncertainty avoidance.O desenvolvimento disruptivo das tecnologias de informação e comunicação nas últimas duas décadas revolucionou a indústria da telefonia móvel, aumentando exponencialmente o número de utilizadores de telemóveis, encorajando desta forma as empresas a disponibilizar diferentes serviços através de um telemóvel. O serviço pagamento móvel é um dos serviços que se encontra em um rápido crescimento permitindo aos utilizadores efetuar transações financeiras através de um telemóvel. O crescimento exponencial do serviço de pagamento móvel tem afetado diferentes sectores, tais como finanças e tecnologia, reforçando a necessidade de uma compreensão profunda do impacto da utilização contínua dos serviços de pagamento móvel. Com o desenvolvimento desta dissertação, esperamos contribuir para uma melhor compreensão dos determinantes da intenção de continuar a usar o serviço de pagamento móvel a nível individual. De forma a concretizar este objetivo foram desenvolvidos um total de quatro estudos distintos. No primeiro estudo (Capítulo 2) realizámos uma revisão bibliográfica dos estudos existentes sobre a intenção de continuar a utilizar um sistema de informação. No capítulo três, avaliámos a intenção de continuar a utilizar o serviço de pagamento móvel, empregando dois modelos teóricos, o DeLone and McLean information system success model (D&M ISSM) e o expectation-confirmation model (ECM) num contexto africano. O impacto do task technology fit (TTF) e o overall trust no modelo ECM para explicar o uso contínuo do serviço de pagamento móvel foi analisado no capítulo quatro. No último estudo, capítulo cinco, avaliámos o impacto da cultura na intenção de continuação da utilização do serviço de pagamento móvel, combinando as dimensões culturais de Hofstede e o modelo ECM. Esta dissertação apresenta várias contribuições para a investigação e para a prática, contribuindo para o avanço do conhecimento, provocando implicações para gestores de serviços, prestadores de serviços, utilizadores e investigadores. O estudo da revisão bibliográfica aplicou meta-analysis e weight analysis a partir de 115 estudos empíricos de intenção continuar a utilizar um sistema de informação (SI). Os resultados revelam que os fatores com maior influência na intenção de continuação da utilização de um SI foram o compromisso afetivo, atitude, satisfação, valor hedónico, e flow. Além disso, o tamanho da amostra, individualismo, prevenção da incerteza, e orientação a longo prazo moderam a relação entre perceção da utilidade e intenção de continuar, distância do poder, masculinidade e indulgência moderam a relação entre satisfação e intenção de continuar. Para o primeiro estudo empírico, examinámos a influência dos fatores de desempenho individual na intenção de continuação da utilização do m-pagamento num contexto africano. Verificámos que os preditores mais importantes da intenção de continuar a utilizar o serviço de pagamento móvel são o desempenho individual, uso e a satisfação. O segundo estudo empírico integrou as teorias da TTF e da confiança geral e avaliou as suas relações para a intenção de continuação da utilização do pagamento móvel. Os resultados mostram que o uso, desempenho individual, confiança geral, o papel de moderação da satisfação são os fatores relevantes para explicar a intenção de continuar a utilizar o serviço de pagamento móvel. O último estudo empírico avalia o impacto da cultura sobre a intenção de continuação do pagamento móvel. Os resultados revelam que as relações entre confirmação, perceção de utilidade com satisfação, perceção de utilidade com intenção de continuar são moderadas pela prevenção da incerteza

Factors and moderating effect of internet self-efficacy on Malaysia MOOCs continuance intention for higher education

MOOCs continuance intention is an open question as the completion rates and the overall use of the system were substantially low. Consequently, there have been extensive efforts to understand the phenomena. Yet, documented findings regarding the determinant of the continuous use of MOOCs are not all together consistent. To provide more insight, this study developed a research model consisting of four contributing factors related to MOOCs features, namely usefulness, enjoyment, interactivity and openness in order to understand how these factors affect MOOCs continuance intention at the higher education level in Malaysia. In addition, Internet self-efficacy was proposed as a moderator variable to give a better understanding of how the individual difference affects continuance intention. Using the quantitative approach, online questionnaires were distributed to students enrolled in Malaysia MOOCs program, registered in OpenLearning platform. A total of 267 valid questionnaires were used for the analysis using the Partial Least Square Path Model (PLSPM) approach. The findings revealed that continuance intention was directly affected by usefulness, enjoyment and openness, but not interactivity. Perhaps the tasks given in the MOOCs activities were more related to the individual assignment which does not trigger students to interact, causing them to feel less connected in the MOOCs environment. Then the analysis was run to test the moderating effect of Internet self-efficacy. The results indicated that Internet self-efficacy negatively moderated the relationship between usefulness, enjoyment, and interactivity on continuance intention respectively. This tendency implies that users at the lower end of the moderating effect tend to place more effort in achieving better continuance intention than those at the upper end. Overall, this study enriches the literature by providing evidence of the importance of MOOCs features in improving continuance intention and finally highlights the moderating effect of Internet self-efficacy on the relationship between MOOCs features and continuance intention

Examining teachers’ influence on MOOCs learners’ continuance learning intention: The mediating effects of perceived usefulness and satisfaction

Although Massive Open Online Courses (MOOCs) have attracted extensive attention among educational stakeholders, the issue of the high dropout rate has yet to be solved. The current study aimed to unpack teacher influence on MOOCs learners’ continuance learning intention, and to examine the mediating roles of students’ perceived usefulness and satisfaction. Quantitative data were collected from 166 Chinese university students located in 18 provinces. Results indicated that teacher influence is significantly associated with learners’ continuous learning intention, and when considering perceived usefulness and satisfaction, this relationship did not achieve significance but was mediated by students’ perceived usefulness and satisfaction, in addition, teacher influence did not exert a direct and significant impact on students’ satisfaction. The serial mediation model explained 65.8% of the variance of students’ continuance intention. This study uncovered the important role of teacher influence on students’ continuance learning intention in the Chinese MOOCs learning context. Results provided suggestions to policymakers, MOOCs platform and lecturers to promote MOOCs and design useful courses so as to engage students to learn continuously

A model of motivational and technological factors influencing massive open online courses’ continuous intention to use

Massive open online courses have been regarded as effective technological innovations that improve educational systems in the era of digitalisation. However, only 10% of the registered students complete their courses. This study aims to examine the motivational and technological factors and contextual features on students’ continuous intention to use. A questionnaire was gathered from 315 of students in the UAE and revealed that social motivational and technological factors driven by the technology acceptance model and technology task fit theory significantly influenced the students’ continuance intention to use. This study also revealed that contextual features including language use and course accreditation are important indicators determining students’ behaviours toward the use. Hence, this study proposed an integrative model to explain ways to improve continuance intention to use. This study contributes to the sustainable use of massive open online courses in developing countries through an integrative model