Chinese MOOC learners’ satisfaction and continuance intention: A mixed-method study

Xieling Chen, Di Zou, Gary Cheng, Haoran Xie, | |

Abstract


Drawing on the technology acceptance model (TAM), self-determination theory (SDT), expectation-confirmation model (ECM), and massive open online courses (MOOCs) design effects, the present work introduced a conceptual model for understanding the fine-grained mechanism underlying learner satisfaction and continuance intention. A structural equation modelling analysis based on 168 MOOC learners’ survey data showed that perceived usefulness positively affected satisfaction and continuance intention. Assessment and autonomous motivation positively affected continuance intention; expectation confirmation significantly influenced perceived usefulness and satisfaction. By providing empirical evidence about affecting factors relating to learners’ satisfaction and continuance intention, this study shows valuable managerial insight into MOOC design.

https://doi.org/10.34105/j.kmel.2025.17.014


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Laboratory for Knowledge Management & E-Learning, The University of Hong Kong