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This study intends to investigate the determinants of learners' continuance intention to use massive open online courses (MOOCs) for personal or professional development.

This study employed quantitative research design. The respondents were individual learners from six selected universities in China who used MOOCs for continuous learning. A purposive sampling technique was employed to obtain 270 valid samples. Data were analyzed and analytical outputs were produced using the techniques of Partial Least Squares Structural Equation Modeling and Importance-Performance Matrix.

Expectation confirmation was found to have a positive relationship with perceived usefulness, flow experience, learning self-efficacy and satisfaction with MOOCs. Perceived usefulness, flow experience and leaning self-efficacy were also found to have a positive relationship with MOOC satisfaction. In addition, perceived usefulness, flow experience, learning self-efficacy and MOOC satisfaction had a positive impact on continuance usage intention.

The outcomes of the study can serve as a practical reference for MOOC providers and decision-makers to develop relevant strategies to increase the course completion rates.

This study aims to understand the learner behaviour of millennials for Massive Open Online Courses (MOOCs) in the post-adoption stage by extending the theory of Unified Theory of Acceptance and User Technology 2 (UTAUT2) with expectancy confirmation model (ECM) along with personal innovativeness as the exogenous, satisfaction as a mediating and continued intention as an endogenous construct.

This study applied a cross-sectional research design by using a survey method to collect primary data with a structured questionnaire. Convenience sampling was used to collect data from millennial MOOC users, and partial least square structural equation modelling method was applied for data analysis.

The results indicate that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation influence satisfaction. Similarly, performance expectancy, hedonic motivation, personal innovativeness and satisfaction influence the continued intention for MOOCs.

In terms of limitations, the study applied a cross-sectional research design that could lead to data collection bias. Similarly, the study used convenience sampling as the authors did not have access to the participant list of users from MOOC platforms.

The research highlights various insights to all the stakeholders on improving MOOC satisfaction and enhance the continued intention for millennial learners.

The findings of this research bridge this gap by examining the post-adoption usage behaviour of MOOCs by extending the baseline model of UTAUT2 with personal innovativeness and integrating it with ECM.

The purpose of this study is to propose the research model integrating the expectation-confirmation model with the views of learning engagement (LE) and extending DeLone and McLean information systems (IS) success model to examine whether quality determinants as antecedents to students' beliefs can influence students' continuance intention of massive open online courses (MOOCs).

Sample data for this study were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed, and 363 (60.5%) useable questionnaires were analyzed using structural equation modeling in this study.

This study proved that students' perceived knowledge quality, system quality, interface design quality, learner–instructor interaction quality, and collaboration quality all positively caused students' perceived usefulness, confirmation and LE in MOOCs, which jointly explained students' satisfaction with MOOCs and subsequently resulted in students' continuance intention of MOOCs.

This study fully evaluates IS-related and interaction-related quality determinants via an understanding of students' state of LE in explaining students' continuance intention of MOOCs that is difficult to expound with only their utilitarian perception of MOOCs. Hence, this study contributes to deep insights into an all-round quality evaluation in the field of MOOCs continuance intention and takes extrinsic and intrinsic motivators into account in the theoretical development of MOOCs continuance intention to acquire a more comprehensive and robust analysis.

This paper aims to develop and empirically test a model of relationships between antecedents and outcomes of flow experience of users of massive open online courses (MOOC).

The researchers surveyed individuals primarily from India, who had enrolled in at least one MOOC offered by MOOC providers such as Coursera, edX and FutureLearn. The data were collected from 310 individuals using an online questionnaire. The partial least squares technique of structural equation modeling (PLS-SEM) was used to test the reliability and validity of the data, and the study’s hypothesized relationships.

The study found support for identification of telepresence, challenge and skill as antecedents of flow experience. MOOC satisfaction and MOOC usage intention were found to be the outcomes of flow experience, as hypnotized. The study also found the mediating role of MOOC satisfaction in the relationship of flow experience and MOOC usage intention.

The findings indicate that if the MOOC providers can orchestrate flow experience for MOOC users then that will increase the satisfaction of MOOC users, which will lead to increase in MOOC adoption.

The study makes the contribution towards better understanding of flow experience in the context of MOOC usage by identifying both antecedents and outcomes of flow experience. Further, it highlights the influencing role of flow experience on MOOC adoption.

This study was inspired by the emergence of Massive Open Online Courses (henceforth MOOCs) as an e-learning trend of recent times, attracting huge enrollment across the globe. Studies revealed that MOOCs had been getting extensive attention by educational circles in India, but whether its acceptability is limited only among learning communities of country’s top-notch universities like Indian Institute of Science (IISc), Indian Institute of Technology (IITs), Indian Institute of Management (IIMs), and among Central Universities; or it has attracted equally the learners of State Universities spreading across every nook and corner of this huge country is yet to be studied. These State Universities virtually uphold the country’s higher education sector by catering learning ambitions of largest number of students. The present study investigated the penetration of MOOCs among students and teachers of State Universities in India.

A qualitative survey was conducted taking 10 reputed State Universities and 480 respondents (400 were students, and 80 were teachers) as samples. Semi-structured in-depth interviews were also conducted among 25 respondent students and teachers. Descriptive statistics, such as frequency and percentages, as well as inferential statistics, such as Likert scale and analysis of variance, were employed in analyzing the study.

The findings revealed that MOOCs have been successful in meeting the learning goals of the learners and teachers of these State Universities complementing their traditional learning environment at universities and by providing them a constant scope for re-skill and up-skill; still, participation in MOOCs is low, especially among females due to lack of awareness, inadequate infrastructure, and resultant poor completion rate.

The current study is going to be helpful to the Indian policy makers and all concerned in creating a healthy atmosphere for making MOOCs accessible to students and thereby leveraging its potential to increase the quality of higher education across country as it exhibits a clear picture of the current state of its penetration, problems and possibilities among teachers and students of State Universities that conforms the largest section of Indian intelligentsia. The findings can be used to compare perceptions of students' and teachers' from other developing countries also.

This study is the reporting of an original survey conducted in India and the write up is based on the analysis and findings of the survey results.

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether media richness and social interaction as environmental feature antecedents to nurses’ learning engagement (LE) can affect their continuance intention of massive open online courses (MOOCs) and task performance.

Sample data for this study were collected from nurses at five university-/medical university-affiliated hospitals in Taiwan. A total of 500 questionnaires were distributed, and 303 (60.6%) usable questionnaires were analyzed using structural equation modeling in this study.

This study proved that nurses’ perceived media richness and social interaction in MOOCs positively influenced their behavioral LE and psychological LE elicited by MOOCs, which jointly caused their continuance intention of MOOCs and, in turn, enhance their task performance. The results support all proposed hypotheses and the research model, respectively, explains 84.3% and 63.7% of the variance in nurses’ continuance intention of MOOCs and task performance.

This study uses the S-O-R model as a theoretical base to frame nurses’ continuance intention of MOOCs and task performance as a series of the internal process, which is affected by environmental stimuli (i.e. media richness and social interaction) and organismic states. Noteworthily, while the S-O-R model has been extensively used in prior literature, little research uses this paradigm to expound nurses’ continuance intention of MOOCs in the work settings. Besides, there is a dearth of evidence on the antecedents of nurses’ task performance in the context of MOOCs. Hence, this study’s empirical evidence contributes significantly to the existing literature on bridging the gap of limited evaluation for the research on the impact of nurses’ MOOCs learning on their task performance in the work settings, which is very scarce in the S-O-R view.

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.

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.

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.

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.

The purpose of this study is to propose an integrated post-adoption model based on expectation-confirmation model (ECM) and flow theory to examine whether gamification and interface design aesthetics as antecedents to students' beliefs can affect their continuance intention of massive open online courses (MOOCs) and perceived impact on learning.

Sample data for this study were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 318 (53.0%) useable questionnaires were analyzed using structural equation modeling in this study.

This study's results verified that students' perceived gamification and interface design aesthetics of MOOCs positively affected their perceived usefulness, confirmation and flow experience elicited by MOOCs, and these in turn directly or indirectly led to their satisfaction, continuance intention of MOOCs and perceived impact on learning. Essentially, the results strongly support the research model with all hypothesized links being significant.

It should be particularly noticed that this study contributes to the application of capturing both ECM and flow experience (i.e. an intrinsic motivator) for completely explaining students' perceived gamification and interface design aesthetics as external variables to their continuance intention of MOOCs and perceived impact on learning, and this study's empirical evidence can further shed light on the possible formulation of MOOCs success.

The objective of this paper is to understand the benefits and utility of massive open online courses (MOOCs) as perceived by the student, vis-à-vis internship and determine the factors that influence student motivation and distraction in adoption of MOOCs.

An empirical study is conducted through a survey; data are collected through a structured questionnaire. The technology acceptance model (TAM) is used as the base framework. For data analysis, Statistical Product and Service Solutions–Analysis of Moment Structures (SPSS–AMOS) 24.0 is used.

The impact of context-specific distinctive features of MOOCs and characteristics of students on user satisfaction are examined through perceived ease of use and perceived usefulness. In the study, it is found that positive social influence and better facilitating conditions improve perceived ease of use and perceived usefulness leading to a better user satisfaction. Self-regulation positively influences self-efficacy among students while pursuing MOOCs. Contrary to the past researches, it is found that in the pandemic environment self-efficacy is not impacting perceived ease of use, perceived usefulness and satisfaction.

The findings of this study will benefit MOOCs developers and Higher Education Institutes (HEIs) in deeper understanding the significant factors affecting MOOC usage in higher education.

The study is ingrained to find the causes which will lead to user satisfaction of MOOCs by post-graduation students of B-schools in India. This is an original research and primary data has been collected for decision-making.

Massive open online courses (MOOCs) are a currently trending e-learning platform that presumably attract thousands of participants because of boundless participation, are open to any person to enroll, are free to begin and are delivered completely online, thus contradicting the spatial limitations of a traditional classroom. This study aims to present the findings of a study among veterinary science students examining their perceptions of MOOCs. In total, 200 participants were randomly selected for the survey, out of which 177 responded, owing to a response rate of 88.7 per cent. Majority of the respondents (93 per cent) opined MOOCs supplement other learning methods and provide lifelong opportunity. A study report established that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent), and 65 per cent knowledge seekers ranted the enormous propaganda about MOOCs are not because of the technology’s inherent edifying value, but because of the incredible potentials of lower costs. The participants in this survey valued their course and overall MOOC experience pleasing.

The aim of the study is to explore veterinary students’ perception of MOOCs featuring in their subject of interest. The questionnaire was written in English because it is the teaching language for undergraduates and postgraduates in most Indian higher education institutes, including the one used as a context for this study. The online questionnaires were electronically mailed to a sample of veterinary students (undergraduate and postgraduate) with a consent form seeking their permission for participation in this study and swearing them the confidentiality of their responses. The e-mail included information about the purpose of the study as well as the URL to the survey site, demographic questions on age, gender and education. This part was followed by an important research question asking if the student had heard about the new open online educational system (MOOCs) provided in websites, including Coursera, Edx, Udacity and FutureLearn, among others. Based on respondents’ answers, they were directed to different sections. Students who knew about MOOCs were asked various mode of getting enrolled in MOOCs. If they were not enrolled in any course, the respondents were asked about the limitations to their use. Enrolled students were questioned on their perspectives and experiences with MOOCs. For students who gained certificates, were enquired for their level of satisfaction, opinions about the integration of MOOCs into the veterinary field and hindrances encountered during accessing the course. Out of a total of 200 students who initially agreed to take part, 177 responses were received, with a response rate of 88.50 per cent, with no cases of missing data. The data were stored automatically in the hosted online survey service into a separate database after the submission of the responses. The descriptive data analyses (such as average) were led using the data analysis tool provided.

Even though most MOOCs do not provide academic credit or result in a degree, some of the biggest beneficiaries of MOOCs are students formally enrolled in an academic program, are provided a free mode to obtain additional academic assistance that would not otherwise be available (Parke Muth, 2018)15. Correspondingly, 93 per cent of the students opined MOOCs supplement other learning methods and provide lifelong opportunity. Learning has traditionally cost both money and time. With MOOCs, it now just costs time. In total, 24 per cent of the participants have discoursed free of cost as one of the intentions to choose their course. Almost every respondent (99 per cent) was interested toward online discussion forum, and 91 per cent preferred course materials containing video and audio files were pretty beneficial, while 88 per cent felt teaching through electronic whiteboard was the most advantageous criterion in their course. The study findings indicated that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent).

The study considered veterinary science undergraduate (BVSc) and postgraduate (MVSc) students alone, veterinary faculties are not included for the survey. There was comparatively less participation of respondents who enrolled or successfully completed a MOOC, which makes the analysis of limitations and satisfaction less reliable. Hence, the study results cannot be generalized as a comprehensive report of veterinary science scholars’ perceptiveness.

Animal health involves household pets and their care, in addition to livestock health and protection from diseases like bovine babesiosis, bovine tuberculosis and heartwater. There are numerous MOOCs offering online, contact or blended interventions in veterinary science and animal health that afford professionals quick and easy options to obtain credentials, including courses in pharmacology and toxicology, practice management, veterinary and para-veterinary studies, veterinary tropical diseases, radiology and wildlife management. As it is necessary to gain an understanding of the veterinary students’ level of familiarity and their insight toward the MOOC concept, the study attempts to explore their knowledge through an online survey.