Impacting Factors of Higher Vocational Students’ Continuance Intention toward MOOCs in China
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Purpose: This study aims to explore the factors that impact higher vocational students' continuance intention of massive open online courses (MOOCs) to provide insights that can enhance the e-learning experience and ensure long-term engagement. Seven variables were presented in the conceptual framework, which were system quality, interface design quality, learner-instructor interaction quality, perceived usefulness, flow experience, satisfaction, and continuance intention. Research design, data, and methodology: Quantitative research focused on students with experience in MOOCs from Zhejiang Business College in Hangzhou, China. Item Objective Congruence (IOC) method. Additionally, a pilot test was conducted with fifty randomly selected respondents to collect data and evaluate the questionnaire's reliability using Cronbach's alpha approach. A combination of probabilistic and non-probabilistic sampling methods was utilized to gather 500 valid responses. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were conducted to assess the model's validity, reliability, and fit. Results: PU significantly impacted CI, whereas IDQ and LIIQ also significantly impacted PU. SQ had no significant impact on PU, while SF had a significant impact on CI, and FE impacted SF. Conclusions: Five expected hypotheses aligned with the research objectives, highlighting the importance of considering external factors and intrinsic motivation in MOOCs' continuance intention theoretical framework.
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