Comparing the determinants of non-MOOC and MOOC continuance intention in Taiwan

Purpose Massive open online courses (MOOCs) differ from non-MOOC e-learning platforms mainly in terms of degree of openness, with MOOCs designed to maximize learner access and interaction. The purpose of this paper is to propose a new research model to explore intention to continue to use MOOCs from the perspectives of openness and interactivity, based on related theories and dimensions from previous research. Design/methodology/approach In order to evaluate the effectiveness of the MOOC platform, two online survey questionnaires were developed and e-mailed to the all of the university students in Taichung, Taiwan. The first one and second one are the same except the construct openness. The first one was delivered in late 2015 while the second one was delivered in the middle 2016. After the authors eliminated incomplete responses and duplicates, 995 and 854 usable responses from platform users remained, respectively, and were used to test the relationships in the model. Findings The model can account for more than 75 percent of the variance in continuance intention. The research results affirm prior findings that satisfaction has a strong direct influence on intention. Among the three interaction factors, human-message interaction on the platform has the strongest effect on satisfaction. This study found that the effects of interactions and motivation on MOOC and non-MOOC platforms were consistent and similar. Moreover, perceived openness was found to influence usage intention but its effects were relative low. Originality/value The model demonstrated good explanatory power for continued intention in the context of MOOCs. This study provides a better understanding of the relationships among interactions, motivations, perceived openness, and continuance intention.