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What drives mobile MOOC's continuous intention? A theory of perceived value perspective

Omkar Dastane (UCSI Graduate Business School, UCSI University, Kuala Lumpur, Malaysia)
Herman Fassou Haba (Université du Québec à Trois-Rivières, Trois-Rivieres, Canada)

International Journal of Information and Learning Technology

ISSN: 2056-4880

Article publication date: 9 March 2023

Issue publication date: 17 March 2023




The purpose of the study is to identify drivers of mobile massive open online course (MOOC) continuous intention (CI) through the lenses of customer perceived value (CPV) theory. Consumer choice is successfully explained by CPV, but lesser attention is given to linking the theory to the mobile MOOC context whereby the majority of theories have adopted approaches like technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), etc.


A mix-method approach was employed. Study A (qualitative), explores context-specific perceived value (PV) dimensions using nethnographic analysis of 627 learner reviews on Corsera app. Study B (quantitative), collects primary data by administering a questionnaire based on dimensions, and 231 responses were then analysed using structural equation modelling.


The results revealed that three context-specific PVs (i.e. pedagogy, interface and content) have a positive and significant impact on CI. Pedagogy value is a chief driving force of mobile MOOC CI followed by content value. Ubiquity value demonstrated insignificant impact.

Practical implications

The findings provide insights for MOOC apps and their developers for formulating better value propositions for ensuring sustainable business which may result in gaining a higher share in the growing mobile learning market.


This study bridges an important gap in mobile MOOC literature by providing a novel approach to investigating what drives mobile MOOC CI through the lenses of CPV theory. It is the first study investigating mobile MOOC CI through the specific CPV dimensions identified by employing a mixed-method approach. The study formulates a conceptual framework that may serve as a foundation for future research on mobile MOOCs for which literature is relatively scant.



Dastane, O. and Haba, H.F. (2023), "What drives mobile MOOC's continuous intention? A theory of perceived value perspective", International Journal of Information and Learning Technology, Vol. 40 No. 2, pp. 148-163.



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