Computers in Human Behavior 67 (2017) 221e232

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Computers in Human Behavior

journal homepage: www.elsevier.com/locate/comphumbeh

Full length article

Continuance intention to use MOOCs: Integrating the technology

acceptance model (TAM) and task technology fit (TTF) model
Bing Wu*, Xiaohui Chen
School of Economics and Management, Tongji University, Shanghai, China

a r t i c l e i n f o a b s t r a c t

Article history: The purpose of this study is to propose a unified model integrating the technology acceptance model
Received 9 June 2016 (TAM), task fit technology (TTF) model, MOOCs features and social motivation to investigate continuance
Received in revised form intention to use MOOCs. A sample of 252 participants in China that have already used MOOCs took part
21 September 2016
in this study. Structural equation modeling implemented via partial least squares (PLS) is conducted to
Accepted 26 October 2016
Available online 3 November 2016
test the research hypotheses. The results show that research framework for integrating the TAM for the
adoption and TTF model for utility provides a more comprehensive understanding of the behaviors
related to this context: (1) perceived usefulness and attitude are critical to the continuance intention to
Keywords:
MOOCs
use MOOCs; (2) perceived usefulness is a significant mediator of the effects of perceived ease of use, task-
TAM technology fit, reputation, social recognition and social influence on continuance intention; (3) perceived
TTF ease of use, task-technology fit, reputation, social recognition and social influence are found to play
MOOCs features important roles in predicting continuance intention; (4) individual-technology fit, task-technology fit,
Social motivations and openness affect the perceived ease of use; (5) unexpectedly, perceived ease of use and social in-
Continuance intention fluence have no significant effect on attitude, and individual-technology and openness do not affect
perceived usefulness.
© 2016 Elsevier Ltd. All rights reserved.

1. Introduction organization. MOOCs are exploited to enhance teaching and

At the start of an education revolution, the number of Massive
Open Online Courses (MOOCs) has increased in recent years.
Demonstrating great differences from previous approaches to on-
line education, MOOCs represent the latest stage in the evolution of
open educational resources for students around the globe.
MOOCs are considered to be a recent innovation in online
learning with virtual technology-enhanced learning environments.
Technology facilitates scalable peer-based learning and the domi-
nant channel through which teachers and students can interact.
Thus, social learning is a key aspect of MOOCs platforms. MOOCs
are generally classified into two categories: xMOOCs and cMOOCs.
xMOOCs are the most widespread and follow the so-called
broadcast model, similarly to a traditional course with all content
predefined by the instructor, which is the focus of this study.
cMOOCs derive course materials and content from students during
the course (Hew & Cheung, 2014).
The advantages of MOOCs are large scale, openness and self-
* Corresponding author.
E-mail address: ww_bing@163.com (B. Wu).
learning. On the one hand, MOOCs offer teachers the opportunity to
reach a large number of students worldwide (Alario-Hoyos et al.,
2014). On the other hand, MOOCs enable students to access free
and open education provided by the most reputable universities,
which attract substantially larger audiences than traditional online
education. Furthermore, MOOCs are communities of people that
share common interests (Alario-Hoyos et al., 2014). A dozen MOOCs
in Chinese have been developed and published on MOOCs platforms
such as Coursera and edX. In China, elite institutions have launched
MOOCs programs to promote pedagogical research on this platform.
Despite public enthusiasm for MOOCs, it has been observed that
MOOCs suffer from enormous dropout rates. On average, less than
10% of students attending MOOCs complete their course
(Bartolome & Steffens, 2015). Considering the issue of MOOCs
dropout and non-completion rates, a subject of great concern has
been centered on issues of quality in learning and teaching (Diver &
Martinez, 2015). However, completion rate may not be the best
measure for evaluating learning in MOOCs (Jordan, 2014), because
students enroll in MOOCs for a variety of reasons. For example,
course completers tend to be more interested in the course content,
whereas non-completers tend to be more interested in MOOCs as a

http://dx.doi.org/10.1016/j.chb.2016.10.028
0747-5632/© 2016 Elsevier Ltd. All rights reserved.
222 B. Wu, X. Chen / Computers in Human Behavior 67 (2017) 221e232
type of learning experience (Chang, Hung, & Lin, 2015). Moreover,
curiosity and job advancement are common motivating factors
(Alraimi, Zo, & Ciganek, 2015). Exploring alternative dependent
variables such as the percentage of content viewed, despite not
participating in course assessments, is a different perspective that
may offer value for MOOC providers. Consequently, the success of
MOOCs is based on the continued usage.
Considering the rapid development and adoption of MOOCs for
distance learning, an investigation of factors that influence students'
continued usage of MOOCs may reveal insights into its viability
(Bhattacherjee & Premkumar, 2004) and sustainability (Barnes,
2011). However a limited amount of research has examined the
factors that influence MOOCs continuance intention. In addition,
MOOCs learning can be considered the behavior of users to obtain,
use and spread MOOCs resources. This behavior includes two stages:
the first stage is users' perception of MOOCs by attitude, adoption
and habits; the second stage is the extent to which MOOCs meet the
needs of users, which emphasizes the utility of MOOCs. The two
stages are interrelated because the second stage of utility cannot be
attained without the first stage of adopting MOOCs. Nevertheless,
the best of our knowledge, the existing studies that capture students'
intention to participate in MOOCs are too rough to combine both
views. It is unreasonable to expect that a simple model can adapt to
constantly changing information technology environments without
modifications and thus explain behavior fully across a wide range of
technologies and adoption situations.
As a result, the current study aims to identify whether and to
what extent the abovementioned factors influence MOOCs
continuance intention relative to the two stages. Thus, we present a
research framework for integrating the technology acceptance
model (TAM) for adoption and the task fit technology model (TTF)
for utility.
The rest of this paper is organized as follows. The literature is
reviewed in Section 2, which offers a short overview of MOOCs, TAM,
and TTF. The research model is presented in Section 3, followed by a
discussion of the research design and methodology in Section 4. The
most relevant findings obtained from this study are presented and
discussed in Section 5. Section 6 draws conclusions and summarizes
the contributions of this study. Finally, Section 7 outlines research
problems that will be investigated in our future work.
2. Literature review
To gain a comprehensive understanding of our study problem, a
literature review is conducted. The first section summarizes liter-
ature relevant to the development of MOOCs to justify using TAM
and TTF in this specific domain. In the following sections, we review
recent studies that have employed TAM and TTF to introduce how
they operate.
2.1. MOOCs
2.1.1. Characteristics of MOOCs
Recent research shows that MOOCs are becoming a widely-
discussed new topics in education. Open is the most important
feature of a MOOC. There are at least five attributes of openness that
are essential components of MOOCs: free access, adaptation,
remixing, sharing and collaboration (Chiappe-Laverde, Hine, &
Martinez-Silva, 2015). Furthermore, massiveness represents a sec-
ond level of importance. Online indicates that all the learning
experience is realized through the Internet. Thus, the course gen-
erates different experiences through free-access, self-learning
video tutorials online.
Because a MOOC not only has a clear pedagogical purpose but
also has constituent components, most MOOCs consist of relatively
short video lectures, related content, and feedback, which are
managed either through peer-review and group collaboration or by
automation. Currently, Coursera, edX, and Udacity are the most
popular MOOC platforms and are each associated with highly
regarded institutions of higher education (Alraimi et al., 2015).
2.1.2. Activity research in MOOCs
Because social learning is a key element of MOOCs, some re-
searchers have proposed a unified generative model to improve the
quality of learning via online discussion forums, by devising
methods to sustain forum activities and to facilitate personalized
learning (Brinton et al., 2014). In addition, the precise effectiveness
strategy in MOOCs was proposed to define metrics for the effec-
tiveness of students when interacting with educational resources
and activities (Munoz-Merino, Ruiperez-Valiente, Alario-Hoyos,
Perez-Sanagustin, & Kloos, 2015).
At the individual learning level, some researchers have suggested
that MOOCs appeal to students who are self-motivated and who
perceive MOOCs to be useful (Zhou, 2016). To improve open teaching
and learning through social, pedagogical or technological ap-
proaches, some researchers have discovered three activities and
experiences that have received little attention in the MOOC litera-
ture: interactions in social networks outside of the MOOC platform,
such as note taking and consuming content (Veletsianos, Collier, &
Schneider, 2015); the strong correlation between procrastination
and achievement; the preferred social tool (Alario-Hoyos, Perez-
Sanagustin, Delgado-Kloos, Parada, & Munoz-Organero, 2014).
Such studies provide insight into the views of actively engaged
MOOC participants, but fail to account for the motivation for
MOOCs.
2.1.3. Social motivation in MOOCs
Because MOOCs provide an open and free online learning
environment, participants tend to choose it to follow their goals
and interests (Kizilcec & Schneider, 2015).
It was speculated that learning styles could affect a learner's
preference for MOOCs. Therefore, researchers investigated the in-
fluence of learning styles on learners' intentions to use MOOCs
(Chang et al., 2015). Moreover, some researchers examined the
psychological considerations inherent in learning and explored the
psychological determinants of learner behaviors relevant to MOOCs
(Terras & Ramsay, 2015).
To further investigate the factors that affect students' percep-
tions and intentions in using MOOCs, one study explicitly high-
lighted the antecedents of the core constructs of TPB from a self-
determination perspective (Zhou, 2016); and another study
empirically extended the IS continuous model by incorporating
perceived openness and perceived reputation to examine the ef-
fects of perceived openness, perceived reputation, and confirma-
tion on users' motivation to MOOCs (Alraimi et al., 2015). Although
these studies have successfully revealed various interesting find-
ings, more research into these effects is required to understand the
acceptance and the utility of MOOCs simultaneously. Thus, the TAM
and TTF model are needed because they are two of the most
frequently employed models for studying technology acceptance
and utilization.
2.2. Extended technology acceptance model
Some researchers have extended the TAM with a range of
external factors to explain the likelihood of MOOCs acceptance or
use. For example, a research model based on the information sys-
tems continuance expectation-confirmation model is proposed to
research MOOCs continuance (Alraimi et al., 2015). To integrate the
theory of planned behavior (TPB) and self-determination theory
 B. Wu, X. Chen / Computers in Human Behavior 67 (2017) 221e232
(SDT) as a research framework, one study examined the factors that
influence students' decisions to use MOOCs (Zhou, 2016).
However, the TAM only concerns the short-term beliefs and
attitude before or after the acceptance of MOOCS. A favorable
outcome of using MOOCs is anticipated when a fit between the task
and the technology is achieved, which is the focus of the task
technology fit model. Therefore, task technology adaptation theory
can compensate for the deficit of the TAM in this respect. Combined
models of technology acceptance and the task technology fit pro-
vided a better explanation for the variance of IT utilization than
either the TAM or TTF model alone (Chang, 2010).
2.3. Task technology fit model
The task-technology fit (TTF) model is a widely used theoretical
model for evaluating how information technology leads to perfor-
mance, assessing usage impacts, and judging the match between
the task and technology characteristics. Both task characteristics
and technology characteristics can affect the task-technology fit,
which in turn determines users' performance and utilization.
Since its initial proposal, TTF has been actively researched and
applied to a wide range of information systems (Aljukhadar,
Senecal, & Nantel, 2014). Although research has investigated TTF
in various contexts, little research has been conducted in MOOCs.
To date, it is still unclear whether a good task-technology fit will
impact a user's adoption of MOOCs and how well it will influence a
user's adoption.
Regarding MOOCs context, the TTF model does not address so-
cial factors, which may limit its predictive ability for social
networking technology. The limitation can be overcome by
extending it with social motivation drawing insights from social
recognition and social influence.
3. Research model and hypotheses
Using the theoretical background of the TAM, the TTF model,
features of MOOCs, and social motivations, we propose a research
model that identifies several attributes as predictors of MOOCs
continuance intention. The relationships between these constructs
are integrated in the conceptual model depicted in Fig. 1.
The basic assumption is that MOOCs continuance intention is
Fig. 1. Proposed research model.
223
jointly determined by perceived usefulness and attitude, which are
functions of perceived ease of use, TTF, MOOCs features, and social
motivations. First, individual-technology fit and task-technology fit
are incorporated into the model. Second, openness and reputation
are featured in MOOCs. Finally, social motivation with social
recognition and social influence are developed as constructs inte-
grated in the research model.
3.1. The TAM
To test the dependent variable of continuance intention of
MOOCs, the TAM is applied to test the relationship between
perceived ease of use, perceived usefulness, behavioral attitude,
and continuance intentions.
3.1.1. Perceived ease of use
In the context of MOOCs, the perceived ease of use can be
defined as the extent to which a person believes that using MOOCs
will be free of effort. An example of perceived ease of use is the ease
of acquiring skills using the MOOCs.
Previous studies showed that the perceived ease of use has a
positive effect on users' attitudes and the perceived usefulness of
using systems (Hong, Suh, & Kim, 2009). In online learning con-
texts, for example, perceived ease of use is vital for the perceived
usefulness and attitudes towards using E-Learning 2.0 (Wu &
Zhang, 2014). Similarly, perceived ease of use could affect the
intention to accept MOOCs directly or indirectly through perceived
usefulness. Thus, we propose the following research hypotheses:
H1. Perceived ease of use has a positive effect on the perceived
usefulness of MOOCs.
H2. Perceived ease of use has a positive effect on attitudes to-
wards using MOOCs.
3.1.2. Perceived usefulness
Perceived usefulness reflects the users' subjective assessment of
whether using a particular system would enhance job performance
(Davis, Bagozzi, & Warshaw, 1989). The perceived usefulness of
MOOCs can be described as the extent to which a person believes
that MOOCs can be a driving force towards achieving learning goals.
224 B. Wu, X. Chen / Computers in Human Behavior 67 (2017) 221e232
Perceived usefulness is a construct that has been repeatedly
revealed to influence attitude and is a direct determinant of
continued IS usage intentions (Lee, Hsieh, & Chen, 2013). In addi-
tion, perceived usefulness mediates the effect of perceived ease of
use on behavioral intention, a relationship that has been supported
by many empirical studies. In the MOOCs literature, for example, it
was reported that the intention to continue using MOOCs is
significantly influenced by perceived usefulness (Alraimi et al.,
2015). Thus, we propose the following research hypotheses:
H3. Perceived usefulness has a positive effect on attitude towards
using MOOCs.
H4. Perceived usefulness has a positive effect on intention to
continue using MOOCs.
3.1.3. Attitude and continuance intention
The relationship between attitude and intention highlighted in
the TAM suggests that attitude serves as an evaluative predisposi-
tion to behavior. The attitude towards using MOOCs has been
regarded as the degree to which an individual perceives a positive
or negative feeling related to MOOCs.
Past research has found that attitude is the most powerful
predictor of intention to use technology (Teo & Zhou, 2014). In the
MOOCs context, using a Chinese sample, it was reported that the
attitude towards MOOCs and perceived behavioral control (PBC)
were significant determinants of intention to use them (Zhou,
2016). In another study, for example, a theoretical model was
proposed based on the expectation confirmation model of infor-
mation system to study factors that influence the continuance
intention of MOOCs (Alraimi et al., 2015). Thus, we propose the
following research hypothesis:
H5. Attitude towards using MOOCs has a positive effect on
intention to continue using them.
3.2. The TTF
To understand the continuance use of MOOCs, we must consider
not only individual interactions with the system but also task-
oriented actions related to that system. The key to the user's eval-
uation of MOOCs lies in the individual-technology fit and the task-
technology fit.
3.2.1. Individual-technology fit
Students' effective use of MOOCs depends on factors associated
with individual-technology fit, including whether teaching
methods match learning styles, whether learning styles match the
content of MOOCs, and whether content matches learning targets.
Thus, individuals' interactions with an information system are
often intertwined with their individual-technology adaptation be-
haviors (Yu & Yu, 2010). Those technology functions match task
requirements and individual abilities.
More experience, which means individual-technology fit, is
associated with higher ease of use. In addition to the strong effect of
tool experience on perceived ease of use, tool experience is also
associated with perceived usefulness because more experienced
users are better able to understand the usefulness of the tool. Thus,
we propose the following research hypotheses:
H6. Individual-technology fit has a positive effect on the
perceived usefulness of MOOCs.
H7. Individual-technology fit has a positive effect on the perceived
ease use of MOOCs.
3.2.2. Task-technology fit
The degree of task-technology fit (TTF), defined as a matter of
how the capabilities of the IS match the tasks that the user must
perform, is a major factor in explaining job performance levels
(Goodhue, Klein, & March, 2000).
Many previous empirical studies (Kim, Suh, Lee, & Choi, 2010)
have suggested that the perception of whether a particular tech-
nology fits well with the present values of users, i.e., perceived ease
of use and perceived usefulness, can be a basis for forming per-
ceptions of actually utilizing the technology. Moreover, empirical
results have demonstrated that perceived ease of use and perceived
usefulness are affected by task-technology fit; that is, when fit
between the task and technology is higher, users perceive the tool
to be easier to use and useful for that task. Technology features are
expected to influence online learning effectiveness. The prerequi-
site for the perceived usefulness of MOOCs is that individual users
find a match between task and technology. When users actively
choose to use MOOCs, the mechanism behind this choice is quite
likely that task-technology fit influences their perceived ease use of
MOOCs. Thus, we propose the following research hypotheses:
H8. Task-technology fit has a positive effect on the perceived
usefulness of MOOCs.
H9. Task-technology fit has a positive effect on the perceived ease
of use of MOOCs.
3.3. Features of MOOCs
Because openness and reputation are prominent features of
MOOCs, this study is interested in the causal effects of these fea-
tures on the TAM's two main constructs, perceived ease of use and
perceived usefulness.
3.3.1. Openness
Over time, the open educational community, such as that of
MOOCs, has focused on increased openness, such that educational
materials emerge from the community are both visible and acces-
sible with free access, greater choice and flexibility (Alraimi et al.,
2015). As a result, a large proportion of students are interested in
MOOCs because of their massive and open nature instead of
receiving any type of certificate or gaining academic credits
(Chiappe-Laverde et al., 2015).
One of the most important elements underlying the idea of
openness is adaptation, which has strong potential to change ed-
ucation practices (Jung, Sasaki, & Latchem, 2016). This aspect,
which takes into account elements such as remixing, collaboration
and open access, will inevitably impact MOOCs practices such as
perceived ease of use, and perceived usefulness. Thus, we propose
the following research hypotheses:
H10. Openness has a positive effect on the perceived usefulness of
MOOCs.
H11. Openness has a positive effect on the perceived ease of use of
MOOCs.
3.3.2. Reputation
The reputation of an institution is attractive to students, because
it represents the perceived excellence of the institution that guides
the decisions of prospective students to attend the institution
(Bourke, 2000). Therefore, the student's initial assessment of the
reputation of the course or university may affect the decision to
drop out. Thus, reputation might be a critical determinant of stu-
dent's attitude towards a course or university in the early stages of a
 B. Wu, X. Chen / Computers in Human Behavior 67 (2017) 221e232
program when the student has no experience upon which to base
an assessment of the merits of the program or institution (Delgado-
Marquez, Escudero-Torres, & Hurtado-Torres, 2013).
Currently, the most popular MOOC platforms are each associated
with highly-regarded institutions of higher education likely receive
instant credibility from this association. As an inherent feature of
MOOCs, reputation has a significant influence on an individual
confirmation and satisfaction (Alraimi et al., 2015). As a result that
reputation of the University and its programs are the most important
factors in the students' decision of a place to further studies. Thus,
we propose the following research hypothesis:
H12. Reputation has a positive effect on the perceived usefulness
of MOOCs.
3.4. Social motivations
Because MOOCs represent an emerging issue, positive recogni-
tion and influence from others exert a strong influence on the
sustainable development of MOOCs. This study identifies social
motivation as social recognition and social influence. As a previous
study suggests, individual user behavior may be influenced by
other members. Thus, it is necessary to examine the effect of social
motivation on MOOCs.
3.4.1. Social recognition
In reality, recognition plays an essential role not only in realizing
people's own abilities and skills but also in facilitating social
interaction. Recognition enables social interaction, from which we
may develop a profound understanding and awareness not only of
self-confidence, self-respect, and self-esteem but also of relation-
ships with others in society. As a result, establishment of recogni-
tion acts as a fundamental type of social interaction.
Although existing research has already investigated various
social recognition patterns and forms, little research thoroughly
explain how social recognition can be implemented in MOOCs, as
well as its holistic effect on perceived usefulness. Students' use of
MOOCs may also be motivated by expected grade increases, reward
structures, school support and other influences. Certification has
been a major topic of recognition that has grown in recent years
(BRAGG, 2014). From students' perspective, in MOOCs, the focus on
certification recognition is associated with perceived usefulness of
academic identity. Thus, we propose the following research
hypothesis:
H13. Social recognition has a positive effect on the perceived
usefulness of MOOCs.
3.4.2. Social influence
Information systems researchers have noted that individuals
may adopt a particular technology not because of their own per-
sonal persuasions but because of the views of others (Ifinedo, 2016).
The unified theory of acceptance and use of technology (UTAUT)
proposes that social influence is a significant factor in determining
user acceptance of an information technology (Venkatesh, Morris,
Davis, & Davis, 2003). Social influence has also appeared in
several models of user acceptance of information communication
technology (Hsu & Lu, 2004), and empirically, it has received strong
support as a driver of user behavior. The conceptual reasoning
underlying this link lies in a person's motivation to comply with
others' beliefs to strengthen relationships with group members
(Hernandez, Montaner, Sese, & Urquizu, 2011).
Our research considers social influence as the degree to which a
user perceives that others explicitly approve and encourage their
225
participation in MOOCs (Lee, 2010). When an individual observes
that others use MOOCs and perceive the benefits of its employ-
ment, that individual will become more willing to use MOOCs,
which can increase both present and future usage of MOOCs
technologies. Likewise, we expect that social influence entails the
student's perception of usefulness from others and plays an
important role in driving attitudes towards the use of MOOCs. Thus,
we propose the following research hypotheses:
H14. Social influence has a positive effect on the perceived use-
fulness of MOOCs.
H15. Social influence has a positive effect on the attitude towards
using MOOCs.
4. Research method
In this study, a survey is employed to test the hypotheses
formulated in the previous sections; questionnaire development
and data collection are discussed in the subsequent sections.
4.1. Questionnaire development
We used a questionnaire survey with two sections to test our
theoretical model. The first section includes demographic ques-
tions about the participants, whereas the second section features
questions measuring the constructs in the research model.
Considering the characteristics of MOOCs, the research model
consisted of ten constructs, which were measured using multiple-
item perceptual scales, as shown in Appendix A. Each question-
naire item corresponding to the constructs was measured using a
seven-point Likert scale, anchored on “1 ¼ strongly disagree” and
“7 ¼ strongly agree”.
4.2. Data collection
The target participants of this study were those with experience
with MOOCs. We sent online surveys by www.Sojump.com to those
who were members of a MOOCs group in Tencent QQ (the biggest
online social network in China). We collected data from January to
March in 2016; overall, 252 valid surveys were returned. And all the
respondents were Chinese from tier cities in China. Table 1 sum-
marizes the demographics of the respondents.
5. Data analysis
In analyzing the collected data, we followed a two-step pro-
cedure (Anderson & Gerbing, 1988). First, we examined the fitness
and the construct validity of the proposed measurement model by
assessing reliability, convergent validity, and discriminant validity.
Then, we examined the structural model to investigate the strength
and direction of the relationships among the theoretical constructs.
5.1. Construct validity
5.1.1. Evaluation of reliability and convergent validity
Reliability was assessed using Cronbach's alpha. All multi-item
constructs should meet the guidelines for a Cronbach's alpha of
greater than 0.70.
Convergent validity was assessed based on the criterion that the
indicator's estimated coefficient was significant on its posited un-
derlying construct factor. We evaluated the measurement scales
using three criteria: all item factor loadings (k) should be significant
and exceed than 0.7; composite reliabilities (CR) for each construct
226 B. Wu, X. Chen / Computers in Human Behavior 67 (2017) 221e232

Table 1
Demographics characteristics of the respondents.

Items Type Frequency (n ¼ 152) Percent

Gender Male 149 59.1

Female 103 40.9
Age Under 20 7 2.8
20e30 233 92.4
30e40 4 1.6
40 or above 8 3.2
Education Less than Bachelor's 14 5.6
Bachelor's 94 37.3
Master's 128 50.8
Doctoral 16 6.3
Occupation Students 170 71.4
Work 58 23.0
Other 14 5.6
Location First-tier cities in China 168 66.7
Second-tier cities in China 60 23.8
Third-tier cities in China 24 9.5
Time to participate in MOOCs per week Under 3 h 84 33.3
3e5 h 88 34.9
5e10 h 56 22.2
10 h or above 24 9.5
MOOCs Platform Coursera 132 52.4
edX 24 9.5
Udacity 8 3.2
Xuetangx 28 11.1
MIT MOOCs 18 7.1
iCourse in China 32 12.7
Others 10 4.0

should exceed 0.7; and the average variance extracted (AVE) for each
construct should be greater than 0.50 (Fornell & Larcker, 1981).
Table 2 demonstrates that item loading, the AVE, CR and Cron-
bach' s alpha values for all constructs in the measurement model
exceeded the recommended threshold values. In sum, the adequacy
of the measurement model indicated that all items were reliable
indicators of the hypothesized constructs.
5.1.2. Discriminant validity
Discriminant validity was assessed based on the squared

Table 2
Construct reliability and convergent validity.

Construct Construct code Items loading AVE C.R. Cronbach's a

Perceived usefulness PU1 0.757 0.75 0.995 0.9922

PU2 0.821
PU3 0.802
Perceived ease to use PEOU1 0.92 0.79 0.942 0.9857
PEOU2 0.708
PEOU3 0.622
Attitude towards using MOOCs ATU1 0.777 0.73 0.916 0.9005
ATU2 0.686
ATU3 0.844
Continuance intention to use CITU1 0.792 0.79 0.947 0.9423
CITU2 0.842
CITU3 0.875
Individual-technology fit ITF1 0.701 0.81 0.915 0.982
ITF2 0.852
ITF3 0.692
Task-technical fit TTF1 0.793 0.71 0.844 0.9786
TTF2 0.789
TTF3 0.867
TTF4 0.836
Openness OP1 0.543 0.77 0.932 0.9744
OP2 0.655
OP3 0.732
OP4 0.896
Reputation RP1 0.537 0.83 0.898 0.9925
RP2 0.798
RP3 0.893
RP4 0.945
Social recognition SR1 0.856 0.83 0.822 0.9764
SR2 0.89
SR3 0.545
Social influence SI1 0.858 0.81 0.867 0.993
SI2 0.906
SI3 0.851
 B. Wu, X. Chen / Computers in Human Behavior 67 (2017) 221e232 227

correlations between variables and their extracted respective Table 4

average variance. To test the discriminant validity, the average Overall model t indices for the research model.

variance shared between a construct and its measures should be Model t indices Results value Recommend value
greater than the variance shared by the construct and any other Chi-square/degree of freedom 0.128 3
constructs in the model (Fornell & Larcker, 1981). Goodness-of-fit index (GFI) 0.924 0.9
For the correlation analysis shown in Table 3, the extracted Normed fit index (NFI) 0.943 0.9
average variance value for the reflective variables is consistently Comparative fit index (CFI) 0.901 0.9
Tucker Lewis Index (TLI) 0.945 0.9
greater than the off-diagonal squared correlations, suggesting
Root mean square residual (RMSEA) 0.073 0.9
satisfactory discriminant validity among variables.

5.1.3. Goodness of fit
The structural model was tested to assess how well the model
represented the data. We evaluated the following indices (Cangur &
Ercan, 2015): the chi-square test statistic, the goodness-of-fit index
(GFI), the normed fit index (NFI), the comparative fit index (CFI),
Tucker Lewis Index (TLI), and the root mean square residual
(RMSR). Table 4 presents the results and recommended values. The
chi-square value is 0.128, and the remaining four indices are
GFI ¼ 0.924; NFI ¼ 0.943; CFI ¼ 0.901; and RMSR ¼ 0.073. There-
fore, we conclude that the goodness-of-fit indices met the recom-
mended levels, suggesting that the research model provided a good
fit for the data.
5.2. Structural model for hypotheses testing
The 15 hypotheses presented above were tested collectively
using structural equation modeling (SEM) implemented via partial
least squares (PLS). These techniques allow for the analysis of both a
structural model, i.e., assessing relationships among theoretical
constructs, and a measurement model, i.e., assessing the reliability
and validity of measures. The test of the structural model includes
the R2 values, which represent the amount of variance explained by
the independent variables, and estimates of the path coefficients,
which indicate the strengths of the relationships between the
dependent and independent variables. Together, the R2 and the
path coefficients indicate how well the data support the hypothe-
sized model.
Fig. 2 illustrates the R2 and the resulting path coefficients of the
proposed research model. Perceived usefulness is found to be
significantly determined by the four exogenous variables, i.e., task-
technology fit, reputation, social recognition, and social influence,
and through the direct effect of perceived ease of use, resulting in
an R2 of 0.948. Thus, the above mentioned variables explain 94.8%
of variance in the perceived usefulness. Likewise, perceived ease of
use is found to be significantly determined by the three exogenous
variables, i.e., individual-technology fit, task-technology fit and
openness, resulting in an R2 of 0.468. Thus, the above mentioned
exogenous variables explain 46.8% of variance in the perceived ease
of use. Attitude is significantly determined by the perceived use-
fulness, resulting in an R2 of 0.89. The dependent variable contin-
uance intention is significantly determined by perceived usefulness
and attitude, resulting in an R2 of 0.957. In other words, the com-
bined effects of perceived usefulness and attitude explain 95.7% of
the variance in continuance intention.
A summary of the hypotheses testing results of the standardized
path coefficients and path significances is provided in Table 5. Most
of the paths are significant in the expected direction. Overall, 11 out
of 15 hypotheses are supported by the data.
5.2.1. Relationship in TAM
Hypotheses 1e5 address the relationship in the TAM, which is
related to perceived usefulness, perceived ease of use, behavioral
attitude, and continuance intentions, and all except Hypothesis 2
are supported.
The missing link between perceived ease of use and attitude
(H2) is not expected, which stands in contrast to previously re-
ported empirical results; perceived ease of use is a strong factor
that affects attitude towards technology (Schepers, & Martin,
2007). A possible explanation for this result could be that MOOCs
platforms are each accessible through a web browser and comprise
similar capabilities and features, which may have made MOOCs
easy to use; thus, the students' attitude towards MOOCs adoption
depends completely on the perceived usefulness of MOOCs.
5.2.2. Relationship between TAM and TTF
Hypotheses 6e9 explore the relationship between external
variables of TTF and variables of the TAM, which posited that task-
technology fit should influence the perceived usefulness and
perceived ease of use; all hypothesis except for Hypothesis 6 are
supported.
In contrast to the prediction in H6, the hypothesis regarding the
effect of individual-technology fit on perceived usefulness is not
significant. However a significant indirect path exists between
individual-technology fit and perceived usefulness, mediated by
perceived ease of use. One possible explanation for this effect is that
more experiences with MOOCs are prerequisites for individual-
technology fit such that more experienced users are better able to
perceive the ease use of MOOCs, and MOOCs may be perceived to be
useful only if they are also perceived to be easy to use (Dishaw,
Strong, 1999). As such, a positive individual-technology fit may
not have generated an increase in the perceived usefulness when
students did not perceive the ease use of MOOCs.

Table 3
Inter-construct correlations and discriminant validity (i.e., bold numbers).

Constructs PU PEOU ATU CITU ITF TTF OP RP SR SI

PU 0.75
PEOU 0.622 0.79
ATU 0.607 0.260 0.73
CITU 0.055 0.52 0.173 0.79
ITF 0.195 0.432 0.246 0.379 0.76
TTF 0.369 0.211 0.105 0.312 0.438 0.74
OP 0.474 0.550 0.183 0.444 0.118 0.856 0.77
RP 0.413 0.380 0.405 0.672 0.579 0.373 0.336 0.83
SR 0.235 0.337 0.387 0.434 0.661 0.215 0.085 0.663 0.81
SI 0.015 0.369 0.294 0.122 0.054 0.492 0.128 0.681 0.431 0.80
228 B. Wu, X. Chen / Computers in Human Behavior 67 (2017) 221e232

Fig. 2. Path analysis.

Table 5
Model path analysis.

The hypothesis Path coefficient P value Support

H1: Perceived ease of use / Perceived usefulness 0.320 p < 0.001*** Yes
H2: Perceived ease of use / Behavior attitude 0.021 p > 0.05 No
H3: Perceived usefulness / Behavior attitude 0.507 p < 0.001*** Yes
H4: Perceived usefulness / Continuance intention 0.470 p < 0.05* Yes
H5: Behavior attitude / Continuance intention 0.509 p < 0.01** Yes
H6: Individual-technology fit / Perceived usefulness 0.614 p > 0.05 No
H7: Individual-technology fit / Perceived ease of use 0.161 p < 0.001*** Yes
H8: Task-technolgoy fit / Perceived usefulness 0.163 p < 0.001*** Yes
H9: Task-technolgoy fit / Perceived ease of use 0.334 p < 0.001*** Yes
H10: Openness / Perceived usefulness 0.546 p > 0.05 No
H11: Openness / Perceived ease of use 0.199 p < 0.001*** Yes
H12: Reputation / Perceived usefulness 0.686 p < 0.001*** Yes
H13: Social recognition / Perceived usefulness 0.217 p < 0.001*** Yes
H14: Social influence / Perceived usefulness 0.126 p < 0.001*** Yes
H15: Social influence / Behavior attitude 0.075 p > 0.05 No

5.2.3. Relationship between TAM and MOOCs features
Hypotheses 10e12 address the relationship between external
variables of the MOOCs features and variables of the TAM, which
posited that MOOCs characteristics should influence the perceived
usefulness and perceived ease of use. Significant relationships were
verified between openness and perceived ease of use and between
reputation and perceived usefulness, all hypotheses except for
Hypothesis 10 are supported.
In contrast to our predictions, Hypotheses 10, regarding the
effects of openness on perceived usefulness, is not supported by the
data. Although unexpected, one explanation for this unexpected
finding is that because the users of MOOCs have different back-
grounds, task differences might have influenced their responses.
The perceived usefulness of MOOCs can vary significantly among
individuals with different tasks, which might be reflected in the
non-significant relationships between openness and perceived
usefulness.
5.2.4. Relationship between TAM and social motivation
Hypotheses 13e15 address the relationship between external
variables of the social motivation and variables of the TAM, positing
that social motivation should influence the perceived usefulness,
and behavior attitude, all hypotheses except for Hypothesis 15 were
supported.
Unlike in previous studies, Hypothesis 15, which concerns how
social influence should positively affect behavior attitude, is not
supported by the data. This finding suggests that external pressure
or demand does not interfere with students' attitude towards
MOOCs. However, there exists a significant indirect path between
social influence and behavior attitude, mediated by perceived
usefulness. There are two plausible reasons for this result. First,
there may be a lack of strong and positive social interactions in
MOOCs, which in turn could reduce the power of social influence in
predicting attitude. Second, the positive effect of social influence on
behavior attitude towards MOOCs depends on perceived usefulness
of MOOCs.
6. Implications and discussions
6.1. Implications
In terms of theory building, this study attempts to integrate the
TAM, the TTF model, social motivation and MOOCs features to
examine the causal determinants of students' continuance
 B. Wu, X. Chen / Computers in Human Behavior 67 (2017) 221e232
intentions in using MOOCs in China. Data were drawn from users
across a wide range of courses regardless of their academic back-
grounds or which platforms offer their MOOCs.
The results of the empirical analysis provide strong support for
11 of our 15 hypotheses. With respect to each hypothesis, we offer
the following insights into the TAM, the TTF model, social motiva-
tion and MOOCs features, respectively.
6.1.1. Implications for TAM
To begin, the findings indicate that perceived ease of use is a
strong predictor of perceived usefulness in that the more MOOCs
are perceived to be easy to use, the more likely students will be to
perceive the MOOCs as useful. This result is consistent with pre-
vious studies (Abdullah, Ward, 2016).
Specifically, the indirect effect of perceived ease of use on attitude
via the perceived usefulness of MOOCs was found to be apparent.
The effect of perceived ease of use on attitude is more profound
because students tend to focus on the utility of the system itself,
rather than its ease of use in forming an attitude towards using of
MOOCs. Therefore, perceived usefulness served as an important
mediating variable between perceived ease of use and attitude to-
wards using of MOOCs. That is, if MOOCs provide critically needed
functionality, students tend to accept some difficulty of use.
Perceived usefulness and attitude towards using were associ-
ated positively with continuance intention of MOOCs. This result
indicates that perceived usefulness had a significantly positive ef-
fect on continuance intention of MOOCs, which is in agreement
with the notion of technology acceptance as advocated by Davis
et al. (1989). This study also demonstrates that the effect of atti-
tude towards using on continuance intention of MOOCs is both
significant and positive, which corresponds with the findings of
Davis et al. (1989). In particular, attitude functioned as a crucial
mediating variable between perceived usefulness on intention to
use of MOOCs, because the indirect effect of perceived usefulness
on intention to use via the attitude towards using of MOOCs was
found to be apparent.
Therefore, the above mentioned results agree with the findings
of the TAM, illustrating that the TAM is applicable to the analysis of
MOOCs.
6.1.2. Implications for TTF
Our results indicate that combining the TAM and TTF constructs
provides a better explanation for the variance in MOOCs utilization
than either the TAM or TTF model can provide alone. Furthermore,
the current study proposes a better hybrid technology utilization
model to explain students' usage behavior regarding MOOCs.
First, the study explores the implications of TTF for the TAM by
explicitly highlighting the antecedents of the core constructs of the
TAM from a TTF perspective. Second, with regard to TTF as an
external factor, the direct effects of individual-technology fit and
task-technology fit for MOOCs students were examined. Third, the
model in this study shows modest support for what is so intuitively
obvious regarding TTF. As predicted, matching the functionalities of
MOOCs to specific tasks, i.e., task-technology fit, will enable stu-
dents to perceive both the ease of use and the usefulness of MOOCs.
This result is congruent with the conclusions of a prior study (Yu &
Yu, 2010) indicating that TTF effects on perceived ease of use as well
as perceived usefulness in the context of e-commerce. However
individual-technology fit contributed to perceived usefulness
mediating by the perceived ease of use in this study. This difference
may be a result of the MOOCs context under study. When the de-
gree of individual-technology fit becomes greater, students
perceive MOOCs to be easier to use for that task, and thus more
useful. In short, the greater the fit between the individual, the task
and the technology employed, the better chances that MOOCs will
229
be perceived positively.
In this context, our study informs provides further evidence of
the applicability and suitability of the TAM and the TTF model for
the investigation of continuance intention to use MOOCs.
6.1.3. Implications for MOOCs features
This study considers the MOOCs features of openness and
reputation as independent variables associated with the TAM in the
perceived usefulness of MOOCs. The results emphasize the impor-
tance of reputation as a contributor in terms of explaining MOOCs
perceived usefulness; openness is the predictor of MOOCs'
perceived ease of use. In particular, the effect of MOOCs' features on
perceived usefulness is stronger than that of MOOCs' features on
the perceived ease of use of MOOCs. This result suggests that
MOOCs' features are principally related to the perception of use-
fulness, rather than the perception of ease of use.
This finding is unique in the context of MOOCs research. The
research findings hold valuable implications for MOOCs practi-
tioners to plan strategically and implement effective tools to
improve students' performance.
6.1.4. Implications for social motivation
The proposed model greatly expands the role of social motiva-
tion in MOOCs by incorporating social influence and social
recognition.
As social motivational factors, both social recognition and social
influence exerted a significantly positive effect on the perceived
usefulness of MOOCs. These findings support the results of previous
studies, which have demonstrated that students show perceived
usefulness of MOOCs when they know that others in their social
network have the same values regarding the benefits of MOOCs and
similar needs to establish or maintain satisfying relationships with
others in their network. More specifically, social motivation was
shown to have indirect effects on the attitude towards using
MOOCs mediating perceived usefulness. This result is consistent
with the previous conclusions (Venkatesh & Davis, 2000) sug-
gesting that job relevance exerts a direct effect on perceived use-
fulness, after conceptualizing job relevance to be similar to TTF.
Thus, management attention might be more fruitfully focused on
the development of social motivation.
6.2. Discussions
A limited amount of research has examined the factors that
influence MOOCs adoption and even fewer, the continued use of
MOOCs. The model proposed in this study not only contributes in
several ways to the existing literature but also helps researchers
and practitioners gain a better understanding of user behaviors in
MOOCs. This research has value because it reveals multiple statis-
tically significant relationships that explain why individuals choose
MOOCs and why they continue to use MOOCs.
6.2.1. Theoretical discussions
The application of the TAM and the TTF model to the MOOCs
outlined in this study not only provides more accurate results than
the TAM and the TTF model do individually but also enhances our
understanding of the mechanisms of TTF as they relate to nurturing
MOOCs. In this respect, the TAM extended with the TTF model,
MOOCs features and social motivation should be considered a
valuable tool for exploring behavior in MOOCs contexts. The cur-
rent study contributes to the existing literature in three important
ways.
First, we extend prior work on MOOCs by highlighting the
importance of achieving individual-technology fit and task-
technology fit. Our results suggest that continuance intention to
230 B. Wu, X. Chen / Computers in Human Behavior 67 (2017) 221e232
use MOOCs is indirectly affected by perceived ease of use,
individual-technology fit, task-technology fit, openness, reputation,
social recognition and social influence. The proposed integrated
model provides a better explanation and richer insights than the
individual perspective of task-technology fit. We found that in
addition to task-technology fit, individual-technology fit also has a
significant effect on perceived usefulness of MOOCs. The findings of
this study can be used as a reference for future research on MOOCs
with the TTF model. With regard to perceived usefulness, the
proposed research model also provides a mechanism for under-
standing the effect of TTF on the perceived usefulness of MOOCs.
The findings suggest that students are more likely to expend effort
to use MOOCs if they feel that doing so is beneficial in terms of task-
technology fit.
Second, we highlight importance of managing the perceived
usefulness and perceived ease of use through openness and repu-
tation. These components increase students' perceived usefulness
and perceived ease of use, which may positively affect their
continuance usage of MOOCs. Reputation, among all antecedent
variables, has the strongest impact on perceived usefulness of
MOOCs. Therefore, the relative importance of MOOCs features in
the proposed research model is confirmed.
Finally, our model proposes social motivation for increasing the
perceived usefulness and attitude towards using MOOCs. Social
motivation includes social recognition and social influence, which
are reflected by social identity and group norms, respectively. Our
results indicate that social recognition and social influence have
significant effects on perceived usefulness. These results advance
our understanding of user cognition, which has been mainly
examined from a technology acceptance perspective.
Based on the results outlined above, perceived usefulness is a
critical factor affecting the attitude towards and continuance
intention to use MOOCs. Therefore, to strengthen the continuance
intention to use MOOCs, the factor of usefulness becomes key in
enhancing MOOCs services. It is worth noting that this study's re-
sults enhance the understanding of factors influencing students'
continuance intention to use MOOCs.
6.2.2. Practical discussions
In addition to the theoretical contributions, the results of this
study also provide some implications for practice. The current
findings indicate that reputation is the dominant predictor of
perceived usefulness in MOOCs. With regard to practice, based on
these findings, a number of salient implications and important
guidelines for MOOCs practitioners can be proposed.
First, MOOCs practitioners must be aware that continuance
intention depends not only on attitude towards MOOCs but also on
perceived usefulness. Moreover, perceived usefulness of MOOCs is a
significant mediator of the effects from perceived ease of use, task-
technology fit, reputation, and social motivation on continuance
intention. Because perceived usefulness is the most important
determinant of continuance intention, the continuance intention of
students can be increased by improving their beliefs in the effec-
tiveness of MOOCs. These findings indicate that it is not enough to
build MOOCs with a modern interface and friendly screens to in-
fluence users' continuance intention (Guo, Xiao, Van Toorn, Lai, &
Seo, 2016). MOOCs practitioners should prioritize useful function
over ease of use.
Second, this study provides evidence that the task-technology
fit of MOOCs determines perceived ease of use and perceived
usefulness, and individual-technology fit determines perceived
usefulness mediated by perceived ease of use. Thus, MOOCs should
be organized to clarify the requirements and challenges of courses,
including the levels of prior knowledge needed and the availability
of resources necessary for students. MOOCs practitioners should be
particularly aware of the importance of individual-technology fit
and task-technology fit, rather than the general usability of the
tools to better match the individual-task-technology context. By
offering opportunities related to students' specific tasks, MOOCs
practitioners could ensure fits between MOOCs and students' cur-
rent requirements.
Third, openness and reputation are ways in which MOOC pro-
viders can both differentiate themselves from competitors and
enhance an individual's perceived usefulness of MOOCs enrollment
to thus attract students for continuance usage. Therefore, MOOCs
practitioners can differentiate themselves by continuing to offer
courses from renowned faculty or institutions of higher education.
Moreover, the effects of openness on perceived usefulness are
mediated by perceived ease of use because most MOOCs are offered
free of charge and few switching costs exists. MOOCs practitioners
should focus on factors associated with the perceived ease of use
trajectory (Guardia, Maina, & Sangra , 2013) by making full use of
available rich multimedia capabilities to better facilitate a dynamic
loop, so that more user-generated experiences will be exchanged.
Fourth, the study finds that social motivation influences
perceived usefulness, which is a means to promote positive atti-
tudes. MOOCs practitioners that leverage these insights are likely to
both acquire and retain students within their course offerings. On
one hand, they may distinguish their course offerings from others
by ensuring that their courses are useful for students. On the other
hand, they must attach importance to the effect of social influence,
for which they can use peer influence to facilitate continuance
usage. They can also enhance a user's sense of recognition by the
organization and society to promote adoption behavior. Accord-
ingly, the continuance intention of MOOCs can be improved in a
friendly collaborative learning environment.
7. Limitations and future research
Although a rigorous and comprehensive study was conducted, a
few limitations associated with this research do exist.
First, we conducted this research in China, where MOOCs are
developing rapidly but are still in their initial stages. Thus, survey
respondents participated of their own volition which may reflect a
self-selection bias (Roca, Chiu, & Martínez, 2006). As the population
of MOOC users increases, the ability to perform random probabi-
listic sampling will also improve.
Second, we mainly conducted a cross-sectional study. However,
user behavior is dynamic, and longitudinal research may provide
more insight into the development of user behavior. Thus, it is also
necessary to gather longitudinal evidence if we are to deepen our
understanding of the interrelationships or causality among vari-
ables relevant to technology acceptance. As such, a longitudinal
research design is a potential avenue for future research.
Third, the cross-sectional design of the study makes it difficult to
determine causal effects among the constructs. Although 95.7% of
the variance in the intention to use MOOCs is explained, the
remaining variance remains unexplained, possibly due to factors
excluded from our research model. Future research must examine
extra constructs, which are related to TTF, MOOCs features and
social motivation constructs.
A final limitation of this research on behavior in MOOCs is
relatively new to researchers. The findings and implications pre-
sented in this study must be generalized for external validity
because they were obtained from only a single study that examined
MOOCs and targeted a specific user group in China. Further
research is expected to help generalize our findings and discussions
to include different cultures in which MOOCs are utilized.
 B. Wu, X. Chen / Computers in Human Behavior 67 (2017) 221e232 231

Constructs Items Measures References

Perceived usefulness (PU) PU1 I believe MOOCs improve my learning performance. Wu and Zhang (2014); Kim et al. (2010)
PU2 Using MOOCs enhances my learning effectiveness.
PU3 Using MOOCs easily translates the learning material into specific
knowledge.
Perceive ease of use (PEU) PEOU1 Learning to use MOOCs is easy. Wu and Zhang (2014); Chang (2010)
PEOU2 It is easy to become proficient in using MOOCs.
PEOU3 The interaction with MOOCs is clear and understandable.
Attitude toward using ATU1 I believe that using MOOCs is a good idea. Kim et al. (2010); Chang (2010)
MOOCs ATU2 I believe that using MOOCs is advisable.
ATU3 I am satisfied in using MOOCs.
Continuance intention to CIIU1 I intend to continue to use MOOCs in the future. Wu and Zhang (2014); Lu and Yang (2014)
use (CITU) CITU2 I will continue using MOOCs increasingly in the future.
CITU3 My intentions are to continue using MOOCs in the future, at least
as active as today.
Individual technology fit ITF1 I can independently and consciously complete courses in MOOCs. Yu and Yu (2010)
(ITF) ITF2 I actively participate in various types of discussion and evaluation
in MOOCs.
ITF3 I try to win the awards for outstanding performance in MOOCs.
Task-technology fit (TTF) TTF1 MOOCs are fit for the requirements of my learning. Kim et al. (2010); Yu and Yu (2010); Larsen, Sorebo, and Sorebo
TTF2 Using MOOCs fits with my educational practice. (2009); Lu and Yang (2014)
TTF3 It is easy to understand which tool to use in MOOCs.
TTF4 MOOCs are suitable for helping me complete online courses.
Openness (OP) OP1 I have the freedom to join any course without prerequisites. Alraimi et al. (2015)
OP2 I have the freedom to access and use the course resources and
materials for free of charge.
OP3 I can reuse the course resources in my work.
OP4 I feel free to combine the course materials with other to produce
new one.
Reputation (RP) RP1 Good reputation of MOOCs platform offers courses I am interested Munisamy, Jaafar, and Nagaraj (2014)
in.
RP2 MOOCs' partners Universities have a good reputation.
RP3 MOOCs tend to provide courses by professors from high
reputation universities.
RP4 MOOCs' Courses are offered by prestigious Universities.
Social recognition (SR) SR1 It is important for MOOCs to be adopted as on-the-job training by Helm, Moller, Mauroner, and Conrad (2013); Hernandez et al.
employers. (2011)
SR2 It is important for MOOCs' quality to be appreciated and accepted
by others.
SR3 It is important for MOOCs' credits to be confirmed by universities.
Social influence (SI) SI1 Other participants' beliefs about MOOCs encourage me to use Wu and Zhang (2014); Yu and Yu (2010); Hernandez et al. (2011)
them.
SI2 Other participants' beliefs about MOOCs influence my degree of
usage of them.
SI3 Other participants' beliefs about MOOCs condition me to use them.

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