MOOC continuance: investigating the factors that keep learners engaged using PLS-SEM

Purpose Although Massive Open Online Courses (MOOCs) have experienced unprecedented growth globally, their popularity presents two of education’s greatest challenges today: low completion rates and user retention. This study aims to examine the various factors that influence the continuous usage of MOOCs amongst learners by integrating two theoretical models: The Expectation-Confirmation Model in Information Systems (ECM-IS) and Task-Technology Fit (TTF). The study assesses the impact of information quality, system quality, service quality, confirmation, perceived usefulness and learning satisfaction on long-term continued engagement in MOOCs. Design/methodology/approach Data were obtained from 377 respondents through a structured survey and analysed using partial least squares structural equation modelling (PLS-SEM) to identify factors determining success of MOOC. Findings Findings suggest that information and system quality strongly affect confirmation with subsequent effects on perceived usefulness and learning satisfaction, key antecedents of continuous usage intention. It also indicates that the matching of MOOC platform features with users’ learning tasks (TTF) positively influences satisfaction in learning by promoting subsequent long-term engagement. Originality/value This study provides some theoretical implications on the understanding of MOOC retention and some practical recommendations for MOOC providers in terms of content, system stability as well as support questionnaire adaptability to enhance user experience. Overall, the derived effectuation will offer a deeper understanding of the interconnection of variables that influence persistent usage with implications for practical strategies for sustaining learners in online education platforms.