School of Music, Shandong Women's University, Jinan, China.
Department of Business and Technology Management, Islamic University of Technology- IUT, OIC, Dhaka, Bangladesh.
PLoS One. 2024 Nov 7;19(11):e0310006. doi: 10.1371/journal.pone.0310006. eCollection 2024.
This paper seeks to explore the influence of success factors, specifically motivation and course quality, on MOOC retention intention. Going beyond a mere examination of these motivational and quality factors, the study investigates students' motivation, considering needs, interests, course system, content, and service quality. Methodologically, a questionnaire survey was conducted, collecting data from 311 students enrolled in online courses. To ascertain the impact of interest or need-based motivation on students' retention rates, a Structural Equation Model (SEM) was employed. Subsequently, Necessary Condition Analysis (NCA) was utilized to identify the essential factors and components in each area. SEM results revealed a positive influence of motivational factors and quality issues on students' behavior. Retention behavior was notably affected by academic and professional needs, along with personal interests. Furthermore, course content and service quality demonstrated a significant effect on students' perseverance behavior. NCA results identified academic motivation and system quality as having a substantial impact on retention behavior, while personal motivation and technological motivation had a comparatively smaller effect. Practically, the findings suggest that course developers should consider students' academic and personal requirements when designing online courses. Additionally, providing students with the ability to customize course and system content according to their needs is crucial. Timely problem-solving attitudes from service providers are essential for ensuring student retention.
本文旨在探讨成功因素，特别是动机和课程质量，对 MOOC 留存意愿的影响。研究不仅考察了这些激励和质量因素，还调查了学生的动机，包括需求、兴趣、课程体系、内容和服务质量。在方法上，采用问卷调查法，从在线课程中抽取了 311 名学生作为样本。为了确定基于兴趣或需求的动机对学生留存率的影响，采用了结构方程模型（SEM）。随后，利用必要条件分析（NCA）确定了各个领域的必要因素和组成部分。SEM 结果表明，激励因素和质量问题对学生的行为有积极影响。留级行为受到学术和专业需求以及个人兴趣的显著影响。此外，课程内容和服务质量对学生的坚持行为有显著影响。NCA 结果表明，学术动机和系统质量对留存行为有重大影响，而个人动机和技术动机的影响相对较小。从实践角度来看，研究结果表明，课程开发者在设计在线课程时应考虑学生的学术和个人需求。此外，根据学生的需求提供定制课程和系统内容的能力至关重要。服务提供商及时解决问题的态度对于确保学生的留存至关重要。
