Resource Integration, Value Co-Creation and Continuance Intention in MOOCs Learning Process

Autor/inn/en	Qi, Dan; Zhang, Mingli; Zhang, Yan
Titel	Resource Integration, Value Co-Creation and Continuance Intention in MOOCs Learning Process
Quelle	In: Interactive Learning Environments, 31 (2023) 2, S.701-713 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qi, Dan) ORCID (Zhang, Mingli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1802299
Schlagwörter	MOOCs; Student Attitudes; Intention; Academic Persistence; Learning Processes; Psychological Patterns; Learner Engagement; Foreign Countries; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Learning process; Lernprozess; Ausland
Abstract	With the ever-increasing adoption of MOOCs, the study of MOOCs learning behavior has been paid more and more attention, both in practice and in academia. This study aims to understand the impact of resource integration (including platform resources, teacher resources, and learner resources) on learners' perception of value co-creation (including knowledge value, hedonic value, and social value), as well as the impact of value co-creation on users' continuance intention. A total number of 372 learners participated in this study. The empirical results show that learner resources have a significant impact on value co-creation, which in turn enhances their continuance intention to use the platform. In addition, platform resources have a significant impact on social value. Moreover, teacher resources have a significant impact on knowledge value and hedonic value. The results offer inspirations for managers of MOOC platforms to maintain and promote learners' continuance intention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01