TY - JOUR
T1 - Influence of massive open online courses implementation on satisfaction and continuance intention of students
AU - Kineber, Ahmed Farouk
AU - Elshaboury, Nehal
AU - Mostafa, Sherif
AU - Alasow, Ahmed Abdiaziz
AU - Arashpour, Mehrdad
N1 - Publisher Copyright:
© 2024, Emerald Publishing Limited.
PY - 2024/6/25
Y1 - 2024/6/25
N2 - Purpose: The engineering courses offered in Somali universities attract many students, ranging between 300 and 500 every semester, making the management and delivery of the course challenging. The increasing popularity of massive open online courses (MOOCs) has led to rapid growth in enrollment, posing difficulties in effectively managing and delivering content to large volumes of learners. To this end, this study aimed to explore the influence of MOOC implementation factors on learners’ continuance intention and satisfaction to provide insights that can enhance the learning experience and ensure long-term engagement. Design/methodology/approach: The study utilized a survey approach based on an extensive literature review to collect data on the challenges faced by Somali universities in managing and delivering engineering courses. The survey included a series of questions, and 148 responses were collected from students enrolled in different programs. The collected data were analyzed using partial least squares-structural equation modeling and deep neural network approaches. Findings: The result demonstrated that MOOC implementation factors, including course design quality, instructor reputation, self-paced flexibility, information relevance, platform usability and student support services, significantly affect students’ continuance intention and satisfaction. Therefore, the study recommends universities should enhance MOOC implementation factors to improve the quality of teaching and increase students’ continuance intention to study in a MOOC environment. Originality/value: The study provides empirical evidence on how MOOC implementation factors affect the level of satisfaction and continuance intention of engineering students. It suggests that the findings could be useful for university management and lecturers to increase teaching and learning quality in the course and develop new strategies and approaches that suit modern-day learners. The study also aims to enhance the efficiency and effectiveness of class delivery and improve student engagement in the learning process.
AB - Purpose: The engineering courses offered in Somali universities attract many students, ranging between 300 and 500 every semester, making the management and delivery of the course challenging. The increasing popularity of massive open online courses (MOOCs) has led to rapid growth in enrollment, posing difficulties in effectively managing and delivering content to large volumes of learners. To this end, this study aimed to explore the influence of MOOC implementation factors on learners’ continuance intention and satisfaction to provide insights that can enhance the learning experience and ensure long-term engagement. Design/methodology/approach: The study utilized a survey approach based on an extensive literature review to collect data on the challenges faced by Somali universities in managing and delivering engineering courses. The survey included a series of questions, and 148 responses were collected from students enrolled in different programs. The collected data were analyzed using partial least squares-structural equation modeling and deep neural network approaches. Findings: The result demonstrated that MOOC implementation factors, including course design quality, instructor reputation, self-paced flexibility, information relevance, platform usability and student support services, significantly affect students’ continuance intention and satisfaction. Therefore, the study recommends universities should enhance MOOC implementation factors to improve the quality of teaching and increase students’ continuance intention to study in a MOOC environment. Originality/value: The study provides empirical evidence on how MOOC implementation factors affect the level of satisfaction and continuance intention of engineering students. It suggests that the findings could be useful for university management and lecturers to increase teaching and learning quality in the course and develop new strategies and approaches that suit modern-day learners. The study also aims to enhance the efficiency and effectiveness of class delivery and improve student engagement in the learning process.
KW - Continuation intention
KW - Deep neural network
KW - Massive online open courses (MOOC)
KW - PLS-SEM
UR - http://www.scopus.com/inward/record.url?scp=85195441731&partnerID=8YFLogxK
U2 - 10.1108/IJEM-08-2023-0411
DO - 10.1108/IJEM-08-2023-0411
M3 - Article
AN - SCOPUS:85195441731
SN - 1758-6518
VL - 38
SP - 1241
EP - 1261
JO - International Journal of Educational Management
JF - International Journal of Educational Management
IS - 4
ER -