Factors Impacting Satisfaction and Continuance Intention of MOOCs Learning among Medical Students in Chengdu, China
Keywords:
MOOCs learning, Satisfaction, Continuance Intention, Medical students, ChinaAbstract
MOOCs, which stand for Massive Open Online Courses, have become an important tool for promoting educational reform in local medical colleges. This article constructed a conceptual framework using the expectation confirmation model (ECM), technology acceptance model (TAM), and unified theory of acceptance and use of technology (UTAUT), to investigate the factors impacting satisfaction and continuance intention of MOOCs learning among medical students. Structural equation modeling is used to evaluate the model using data from a survey with 500 medical students in Chengdu, China. The results showed that the proposed theoretical model can explain the causal relationship between factors very well. Task-technology fit, perceived usefulness, and facilitating conditions are important determinants of students’ satisfaction, furthermore, satisfaction plays a vital role in motiving or influencing medical students’ continuance intention of MOOCs learning. It is recommended that the MOOC platform should focus on improving task-technology fit, perceived usefulness, facilitating conditions and satisfaction toward medical students’ MOOCs learning, the education institutions ought to strengthen medical students’ interaction by establishing various online learning communities in MOOCs. The findings provide a reference model for future research toward impacting factors of MOOCs learning and contribute to improving the teaching management of MOOCs in local medical colleges.
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