Drivers of Satisfaction and Commitment in MOOC Learning: Insights from College Undergraduates in Sichuan, China
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Purpose: This quantitative study looked at the behavioral intention and satisfaction of college undergraduate students at Xihua University in the Sichuan province of China with Massive Open Online Course learning and the key determinants that significantly impacted it. The study assesses perceived usefulness, confirmation, learning engagement, performance expectancy, and facilitating conditions. Research design, data, and methodology: The researcher employed statistical exploration techniques to assess 486 valid data points by distributing quantitative surveys to target university undergraduate students. The current study selected undergraduate students as the sample's participants using the quota and judgmental sampling approaches. Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) were used to assess the causal relationship between the factors that were being examined. Results: All the hypotheses were supported, according to the statistical analysis, with perceived usefulness having the biggest impact on satisfaction, and satisfaction is indeed the most critical factor affecting behavioral intention. Conclusions: The findings contribute to a deeper examination of the class's characteristics, facilitate its integration with traditional classroom instruction, and establish a strong theoretical framework for the creation of a MOOC education system in the future and for the advancement of blended learning. Furthermore, it will offer front-line teachers a theoretical framework for enhancing their MOOC teaching strategies
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