Research On Influence Factors Of MOOC Learner Stickiness

"Internet + education" is a new mode of national educational informatization development.Massive Open Online Course(MOOC),as the research achievements of the new model,has drawn greater attention by domestic and overseas since 2008,then there appeared a large number of MOOC platform and the registeres number more than ten million,which suggests that learners have strong demand and high acceptance to the learning style of MOOC.But because of the low quality of the curriculum resources and poor interaction of the MOOC platform,the phenomenons of students slacking,delaying,dropouting emerge in endlessly,thus the problem of MOOC learners stickiness has become the research focus for the platform improvement.At present,the research of this problem is still insufficient,which leads to the bottleneck of MOOC development.Therefore,the study of learners stickiness is great significance to optimize the quality of MOOC.Based on the similarity custom bettwen the network consumers in economics and MOOC learners,the concept of user stickiness is introduced into MOOC.On the basis of summaried the study of high exit rate of MOOC and the theories of information system continuance,Maslow's hierarchy of needs and user experience,analysis the learners' stickiness from two perspectives of learner characteristics and MOOC platform.The process that learner use the MOOC platform is divided into three stages:rational decision-making stage(including perceived usefulness,perceived ease of use,perceived interactivity),satisfaction stage(satisfaction,expectation confirmation)and habitual unconscious(switching costs).there are about eight influencing factors,then constructs theoretical model of the influence factors of the MOOC learners stickiness.Using a questionnaire survey collected 588 valid questionnaires,and verified the theoretical model of the influence factors of the MOOC learners stickiness by the statistical tools of SPSS and AMOS.The results showed that the 12 hypotheses of the study were verified by the test.In the direct factors,the path coefficient of satisfaction is the highest,and the second one is the switching cost has a significant impact on thelearners stickiness.Perceived usefulness,expectation confirmation and perceived ease of use affect learners' stickiness by satisfaction.Perceived ease of use and perceived interactivity have an impact on satisfaction through perceived usefulness,which in turn affects learner stickiness.Different from the traditional information system,the user's perceived usefulness has no significant effect on the learners' stickiness in MOOC.The effect of expectation confirmation on perceived usefulness was not significant,and perceived ease of use and perceived interaction had no significant effect on learner satisfaction.Finally,from the optimization of the MOOC curriculum quality,the enhancement of the intelligent interaction of the MOOC platform,the buildding of the platform personalized space to enhance the MOOC learner stickiness.The paper consists of five chapters:Chapter one: introduction.First of all,according to the research background,this paper puts forward the research question,the research goal and significance,then summarizes the research literatures,introduces the research mentality,the method and the basic frame.The second chapter is the theoretical basis of the study of MOOC learners stickiness.The definition of the relevant core concepts(MOOC,stickiness and MOOC learner stickiness)and information system continuance,Maslow's hierarchy of needs and user experience theory support this paper.In the third chapter,constructing the influencing factors model of MOOC learners stickiness.This paper mainly through the literature research method to extract the influence factors of MOOC learners stickiness,according to the relevant theoretical basis to establish the theory model of MOOC learners' stickiness,and putting forward the research hypothesis.The fourth chapter is about the design of the questionnaire,the collection and analysis of the data,and the hypothesis test based on the structural equation model.First of all,the questionnaire is formed by the conceptualization and operational definition of each variable,and then through the pre-test to test the questionnaire and revised to form a formal questionnaire.The SEM model was constructed,and the data were collected to evaluate and modify the model.The research hypotheses wereverified,and the relevant strategies to improve the stickiness of MOOC learners were put forward.The fifth chapter,conclusion and prospect.This paper focuses on the results of this study,explains the innovation and shortcomings of the research,and predicts the future research direction.