文献类型：期刊文献

英文题名：Exploring the factors affecting learners' continuance intention of MOOCs for online collaborative learning: An extended ECM perspective

作者：Zhou Junjie[1]

第一作者：周军杰

通讯作者：Zhou, JJ[1]

机构：[1]Henan Univ Econ & Law, Sch E Commerce & Logist Management, Zhengzhou, Henan, Peoples R China

第一机构：河南财经政法大学电子商务与物流管理学院

通讯机构：[1]corresponding author), Henan Univ Econ & Law, Sch E Commerce & Logist Management, Zhengzhou, Henan, Peoples R China.|[104849]河南财经政法大学电子商务与物流管理学院;[10484]河南财经政法大学;

年份：2017

卷号：33

期号：5

起止页码：123-135

外文期刊名：AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY

收录：;Scopus(收录号：2-s2.0-85032629694);WOS:【SSCI(收录号:WOS:000417028400010)】；

基金：This work is supported by National Natural Science Foundation of China (71501062), Young Talents Fund of HUEL (hncjzfdxqnbjrc201603), and Discipline Enhancing Program Fund of Henan University (Y1512001). The author sincerely appreciates two QQ groups (Group ID: 310851773 and 192604650) who devote their efforts in idea exchanging and data collecting during this research.

语种：英文

摘要：The purpose of this paper was to investigate what factors influence learners' continuance intention in massive open online courses (MOOCs) for online collaborative learning. An extended expectation confirmation model (ECM) was adopted as the theoretical foundation. A total of 435 valid samples were collected in mainland China and structural equation model (SEM) approach was adopted. The descriptive statistics show that platforms from abroad, such as Coursera and Khan, are more popular than native ones in mainland China. The empirical results show that the effects of three ECM factors (satisfaction with prior learning experience, confirmation with prior learning experience, and perceived usefulness) are significant. Different factors have different predicting power. Knowledge outcome is the first powerful indicator of learners' continuance intention of MOOCs, followed by social influence, learners' satisfaction with prior learning experience, and performance proficiency. The effects of knowledge outcome, performance proficiency, and social influence are significant, showing the success of extended ECM.