Abstract

This study aims to understand how platform interactivity (control, responsiveness and communication) impacts individuals' continuance participation in MOOCs (Massive Open Online Courses) platform through belonging and trust. Drawing upon interactivity and technology utilization theory, a theoretical model was developed and an empirical study was conducted in China. A total of 294 valid questionnaires were collected from online learners and structural equation modeling was used to examine the model. Empirical results suggest that perceived control, responsiveness and communication of MOOCs platform can lead to higher belonging and trust in the platform, which is beneficial to stimulate individuals’ continuance participation in the platform for online learning. Implications for theory and practice are discussed in the final section.

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