Factors Influencing Students’ Continuance Intention in Learning through MOOCs: A Systematic Literature Review
DOI:
https://doi.org/10.33022/ijcs.v12i2.3181Keywords:
continuance intention, e-learning, MOOCs, PRISMAAbstract
Massive Open Online Courses or MOOCs advocate the "democratization of education”, which makes education available for everyone anywhere and anytime. The number of students who registered for a MOOC demonstrates that their intention to use MOOCs is reasonably high, yet only 7-10% complete the course. This review conducts literature review on frameworks or theories, instruments, and major factors that influence the intention to persist in MOOCs. A total of 150 articles spanning the years 2018–2022 are initially reviewed guided by PRISMA framework, from which 20 are selected based on the selection criteria in this study. Self-developed model and TAM has become the most often used theory to determine a persons’ continuance intention on MOOCs. The majority of studies utilized SEM and PLS-SEM as instruments to analyse the continuance intention data. Perceived usefulness is the most important and influential factor in MOOCs.
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Copyright (c) 2023 Muh Syaiful Romadhon, Kasiyah Junus, Harry B. Santoso, Mubarik Ahmad, Endina Putri Purwandari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.