Task-technology Fit Aware Expectation-confirmation Model towards Understanding of MOOCs Continued Usage Intention

Yuanxin Ouyang, School of Computer Science and Engineering, Beihang University
Cui Tang, School of Computer Science and Engineering, Beihang University
Wenge Rong, School of Computer Science and Engineering, Beihang University
Long Zhang, School of Computer Science and Engineering, Beihang University
Chuantao Yin, Sino-French Engineer School, Beihang University
Zhang Xiong, School of Computer Science and Engineering, Beihang University

Description

Massive Open Online Courses (MOOCs) have been playing a pivotal role among the latest e-learning initiative and obtain widespread popularity in many universities. But the low course completion rate and the high midway dropout rate of students have puzzled some researchers and designers of MOOCs. Therefore, it is important to explore the factors affecting students’ continuance intention to use MOOCs. This study integrates task-technology fit which can explain how the characteristics of task and technology affect the outcome of technology utilization into expectation-confirmation model to analyze the factors influencing students’ keeping using MOOCs and the relationships of constructs in the model, then it will also extend our understandings of continuance intention about MOOCs. We analyze and study 234 respondents, and results reveal that perceived usefulness, satisfaction and task-technology fit are important precedents of the intention to continue using MOOCs. Researchers and designers of MOOCs may obtain further insight in continuance intention about MOOCs.

 
Jan 4th, 12:00 AM Jan 7th, 12:00 AM

Task-technology Fit Aware Expectation-confirmation Model towards Understanding of MOOCs Continued Usage Intention

Hilton Waikoloa Village, Hawaii

Massive Open Online Courses (MOOCs) have been playing a pivotal role among the latest e-learning initiative and obtain widespread popularity in many universities. But the low course completion rate and the high midway dropout rate of students have puzzled some researchers and designers of MOOCs. Therefore, it is important to explore the factors affecting students’ continuance intention to use MOOCs. This study integrates task-technology fit which can explain how the characteristics of task and technology affect the outcome of technology utilization into expectation-confirmation model to analyze the factors influencing students’ keeping using MOOCs and the relationships of constructs in the model, then it will also extend our understandings of continuance intention about MOOCs. We analyze and study 234 respondents, and results reveal that perceived usefulness, satisfaction and task-technology fit are important precedents of the intention to continue using MOOCs. Researchers and designers of MOOCs may obtain further insight in continuance intention about MOOCs.

http://aisel.aisnet.org/hicss-50/cl/teaching_and_learning_technologies/28