Antecedents and outcomes of flow experience of MOOC users

Abstract

Purpose This paper aims to develop and empirically test a model of relationships between antecedents and outcomes of flow experience of users of massive open online courses (MOOC). Design/methodology/approach The researchers surveyed individuals primarily from India, who had enrolled in at least one MOOC offered by MOOC providers such as Coursera, edX and FutureLearn. The data were collected from 310 individuals using an online questionnaire. The partial least squares technique of structural equation modeling (PLS-SEM) was used to test the reliability and validity of the data, and the study’s hypothesized relationships. Findings The study found support for identification of telepresence, challenge and skill as antecedents of flow experience. MOOC satisfaction and MOOC usage intention were found to be the outcomes of flow experience, as hypnotized. The study also found the mediating role of MOOC satisfaction in the relationship of flow experience and MOOC usage intention. Practical implications The findings indicate that if the MOOC providers can orchestrate flow experience for MOOC users then that will increase the satisfaction of MOOC users, which will lead to increase in MOOC adoption. Originality/value The study makes the contribution towards better understanding of flow experience in the context of MOOC usage by identifying both antecedents and outcomes of flow experience. Further, it highlights the influencing role of flow experience on MOOC adoption.

The Lotus in the Mud: A Conceptual Model of Livestream Yoga Service Experience

“…Given the impact of COVID-19 that has forced many yoga studios to deliver classes online, it is necessary to consider aspects of technology that helps to afford a good learning experience to yogis (Limperos et al 2015 ). Specifically, there are three technical aspects namely, technological affordances, telepresence and instruction-technological fit are identified to have an impact on customer experience of livestream yoga service (Limperos et al 2015 ; Mulik et al 2020 ; Sun 2016 ). These factors that can influence livestream yoga class experience are now discussed.…”

“…Telepresence is described as the extent to which one feels present in a mediated environment with which one is interacting with (Kim and Biocca 2006 ; Mulik et al 2020 ; Steuer 1992 ). Telepresence can be a factor in influencing livestream yoga service experience (e.g., Mulik et al 2020 ; Novak et al 2000 ).…”

“…Telepresence is described as the extent to which one feels present in a mediated environment with which one is interacting with (Kim and Biocca 2006 ; Mulik et al 2020 ; Steuer 1992 ). Telepresence can be a factor in influencing livestream yoga service experience (e.g., Mulik et al 2020 ; Novak et al 2000 ). Remembering that the livestream yoga service is fundamentally for yoga studio members when COVID-19 restricts movement, it is important to consider ways to make yogis who prefer physical classes, feel absorbed and present throughout the livestream yoga class.…”

“…Hence, it is important that telepresence is considered as part of affecting the student experience of livestream yoga class. Afterall, the more “realistic” the curated environment is perceived i.e., good telepresence, the better the livestream yoga service experience becomes (e.g., Mulik et al 2020 ; Novak et al 2000 ).…”

The Future of Service Post-COVID-19 Pandemic, Volume 2

“…Given the impact of COVID-19 that has forced many yoga studios to deliver classes online, it is necessary to consider aspects of technology that helps to afford a good learning experience to yogis (Limperos et al 2015). Specifically, there are three technical aspects namely, technological affordances, telepresence and instruction-technological fit are identified to have an impact on customer experience of livestream yoga service (Limperos et al 2015;Mulik et al 2020;Sun 2016). These factors that can influence livestream yoga class experience are now discussed.…”