Students' continuance intention to use MOOCs: empirical evidence from India.

In recent years, there has been an increasing interest in understanding the Massive open online courses (MOOCs) due to its gaining popularity. Even though the number of online platforms and programs has grown during the COVID-19 pandemic, there is still a high rate of dropout and non-completion. In this work, the expectation-confirmation model is combined with MOOC features such as perceived openness, perceived reputation, and other factors i.e., perceived enjoyment, and perceived computer self-efficacy to investigate the learner's continued intention to use MOOC. A survey was undertaken and the data was collected from 383 students pursuing their degrees (undergraduate and post-graduate) in Karnataka state, India. The collected data were analyzed with structural equation modelling in Smart PLS 3. The study confirms a significant influence of confirmation and perceived usefulness on satisfaction, and direct significant influence of perceived computer self-efficacy, satisfaction, and perceived usefulness on continuance intention. Also, the results demonstrated the significant influence of confirmation on perceived enjoyment and usefulness and the effect of computer self-efficacy on usefulness. The findings in this study indicate that the MOOC platforms should focus on confirming learner expectations and the usefulness of courses to ensure student satisfaction and continuance of courses.

Students’ continuance intention to use MOOCs: empirical evidence from India

In recent years, there has been an increasing interest in understanding the Massive open online courses (MOOCs) due to its gaining popularity. Even though the number of online platforms and programs has grown during the COVID-19 pandemic, there is still a high rate of dropout and non-completion. In this work, the expectation-confirmation model is combined with MOOC features such as perceived openness, perceived reputation, and other factors i.e., perceived enjoyment, and perceived computer self-efficacy to investigate the learner’s continued intention to use MOOC. A survey was undertaken and the data was collected from 383 students pursuing their degrees (undergraduate and post-graduate) in Karnataka state, India. The collected data were analyzed with structural equation modelling in Smart PLS 3. The study confirms a significant influence of confirmation and perceived usefulness on satisfaction, and direct significant influence of perceived computer self-efficacy, satisfaction, and perceived usefulness on continuance intention. Also, the results demonstrated the significant influence of confirmation on perceived enjoyment and usefulness and the effect of computer self-efficacy on usefulness. The findings in this study indicate that the MOOC platforms should focus on confirming learner expectations and the usefulness of courses to ensure student satisfaction and continuance of courses.

Do Academic Stress, Burnout and Problematic Internet Use Affect Perceived Learning? Evidence from India during the COVID-19 Pandemic

Distress in online classrooms and problematic internet use are two issues that have caused student burnout and affect perceived learning during the COVID-19 pandemic. Given the high pressure placed on students throughout COVID-19, it is critical to understand the influence of problematic internet use (PIU), psychological stress, academic burnout, and resilience on perceived learning (PL). A cross-sectional analytical study was chosen to collect data from 350 learners pursuing undergraduate and postgraduate business/management degrees in Karnataka, India. The data were analyzed using SPSS (Statistical Package for Social Science) and Smart PLS 3. The present study reports a non-significant negative total effect of stress on PL, while there was a significant positive direct effect but a significant indirect negative effect of multiple mediators, namely PIU, burnout, and resilience. In the relationship between stress and PL, burnout has full competitive mediation, and the suppressive effect of burnout and resilience wipes out the beneficial benefit of stress on PL, resulting in reduced PL. As a societal problem, a change in educational policy and prevention strategies for students and organizations (reducing the number of courses, number of exams, and handling parental expectations) would be effective. Emotional intelligence to improve resilience, which assists students in sailing through a current challenging situation and using IT for reducing negative and unexpected emotional outbursts should be encouraged.