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Journal of Information Systems Education

Abstract

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.

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