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<p>Exploring the factors that affect the intention to continue using MOOCs (ICM) has become an important topic, which attracted a widespread attention from scholars and practitioners. However, the previous researches have rarely considered the influence of “distance” on the ICM. Therefore based on the modified technology acceptance model, this paper proposed a new model by integrating the modified technology acceptance model and transactional distance theory to analyze the influence of “distance” on the ICM. A total of 256 samples were collected through both online and offline questionnaires. The PLS-SEM method and the software of Smart-PLS 3.0 was used to process the data. The results indicated that this model could explain 50.60% variance of the ICM. The transactional distance (interactivity) led to the ICM through the (chain) mediating role of perceived usefulness (PU), perceived ease of use (PEOU), and satisfaction. Moreover, the learner autonomy significantly moderated the relationship between transactional distance (interactivity) and PU, PEOU and satisfaction. This study provided a better understanding of the relationships among interactivity, learner autonomy, PU, PEOU, satisfaction and the ICM, which contributed to guide practitioners to better design MOOCs to improve the ICM.</p>

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Investigating the influencing factors of the intention to continue using MOOCs: the perspective of modified TAM with TDT

  • 期刊论文

  • 发表日期：

    2025年4月30日

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  • Yalin Li,
  • Min Zhao

摘要

Exploring the factors that affect the intention to continue using MOOCs (ICM) has become an important topic, which attracted a widespread attention from scholars and practitioners. However, the previous researches have rarely considered the influence of “distance” on the ICM. Therefore based on the modified technology acceptance model, this paper proposed a new model by integrating the modified technology acceptance model and transactional distance theory to analyze the influence of “distance” on the ICM. A total of 256 samples were collected through both online and offline questionnaires. The PLS-SEM method and the software of Smart-PLS 3.0 was used to process the data. The results indicated that this model could explain 50.60% variance of the ICM. The transactional distance (interactivity) led to the ICM through the (chain) mediating role of perceived usefulness (PU), perceived ease of use (PEOU), and satisfaction. Moreover, the learner autonomy significantly moderated the relationship between transactional distance (interactivity) and PU, PEOU and satisfaction. This study provided a better understanding of the relationships among interactivity, learner autonomy, PU, PEOU, satisfaction and the ICM, which contributed to guide practitioners to better design MOOCs to improve the ICM.