Research On User Behavior Of MOOC Products Based On Interactive Marketing

In recent years,along with the development of the domestic Internet,more and more people choose to study online,and there are more and more platform for MOOC in our country.The research has shown that while the user registration of the MOOC platform is huge and a lot of people to learn,but the phenomenon of interrupted learning is very serious,only a small number of learners can complete the study and successfully get the certificate of completion.At present,most scholars in China have studied MOOC based on the development of MOOC from the perspective of pedagogy.And there are few studies on the factors influencing the learning behavior of MOOC.Because MOOC belongs to the special Internet product,which is very interactive.Therefore,based on the four interaction types of users,this study combined TAM model to establish a model of influencing factors of learning behavior of MOOC and conduct empirical research from the perspective of interactive marketing.We designed and administrated a questionnaire through both face to face and the Internet network.As a result,a total of 342 effective questionnaires are returned.The data was organized and analyzed using SPSS 17.0 and AMOS21.0 as statistical tools.The result shows that the intention of learning MOOC has a significant positive correlation with MOOC learning behavior.Subjective norm and perceived usefulness have significant positive correlations with MOOC behavior intention.Perceived ease of use has a positive correlation with MOOC behavior intension,but the correlation is not significant.The subjective norm,image,job relevance and degree of learning have significant positive correlations with MOOC perceived useless.Platform for feedback has a positive correlation with perceived usefulness,but the correlation is not signific-ant.Equipment self-efficacy,perceptions of external control,perceived enjoyment and objective usability all have significant positive correlations with MOOC perceived ease of use.Teacher's support and interface preferences have a positive correlation with perceived ease of use,but the correlation is not significant.Equipment anxiety has a negative correlation with perceived ease of use,but not at a significant degree.In all the original variables,subjective norm has the biggest effect on MOOC behavior intention.Degree of learning has the biggest effect on perceived usefulness and equipment self-efficacy has the biggest effect on perceived ease of use.We concluded that EXP has a significant regulating effect on the path between perceived ease of use and equipment anxiety.Finally,some countermeasures are discussed by the four interactive types,such as vigorously advertising MOOC,encouraging participation of MOOC,taking effective management strategies.