Department of Media Communication, Pukyong National University, Busan, Korea.
PLoS One. 2024 Sep 12;19(9):e0299014. doi: 10.1371/journal.pone.0299014. eCollection 2024.
While MOOC platforms allow universities to implement various strategies such as brand promotion and student recruitment, the alarmingly low retention rate suggests a need to explore the critical factors that influence students' course retention. So far, studies on MOOC platforms focus either on the students' individual factors (i.e., students' personal factors such as perceived value) or situational factors (i.e., external influences shaping students' behavior, such as system quality) for students' learning, thus lacking a complete view of those determinant factors. This study integrates the TAM model with the TRA model to analyze the roles of three important antecedents (learning goal orientation; LGO, instructor reputation; IR, & parasocial interaction; PI) on university students' perceived value (PU) and learning attitude (LA), two critical predictors of MOOC retention (CR). Using data from an online survey of 449 Chinese university students, the hypothesis model was tested using PLS. We found that LGO, IR, and PI each positively affect PU; LGO, IR, and PI each positively affect LA; PU and LA each positively influence course retention (CR), with each impact enhanced by tutor intervention (TI). The theoretical and practical implications of such findings are presented.
虽然 MOOC 平台允许大学实施各种策略，如品牌推广和学生招生，但惊人的低保留率表明需要探索影响学生课程保留率的关键因素。到目前为止，MOOC 平台上的研究要么关注学生的个体因素（即学生的个人因素，如感知价值），要么关注学生学习的情境因素（即塑造学生行为的外部影响，如系统质量），因此缺乏对这些决定因素的全面了解。本研究将 TAM 模型与 TRA 模型相结合，分析三个重要的前置因素（学习目标导向；LGO、教师声誉；IR 和准社会互动；PI）对大学生感知价值（PU）和学习态度（LA）的作用，这两个关键预测因素对 MOOC 保留率（CR）有影响。本研究使用来自 449 名中国大学生的在线调查数据，采用 PLS 检验了假设模型。研究结果表明，LGO、IR 和 PI 均正向影响 PU；LGO、IR 和 PI 均正向影响 LA；PU 和 LA 均正向影响课程保留率（CR），每个影响因素都通过导师干预（TI）得到增强。提出了这些发现的理论和实践意义。
