Factors Engaging College Students in Online Learning: An Investigation of Learning Stickiness

Abstract

This study extended the Expectancy Confirmation model (ECM) to examine the factors that influence online learning stickiness. The structural equation modeling was used to reveal the relationships among the factors through a survey of 395 online consumers. The findings indicate that learning stickiness was significantly impacted by switching cost and satisfaction. Learners’ perceived usefulness, perceived interactivity, and expectation confirmation have a significant effect on their satisfaction. Furthermore, learners’ perceived usefulness was significantly influenced by their perceived interactivity and expectation confirmation. The results of this research also provide sustainable development directions for online platforms, such as the quality of curriculum design and the level of interaction between curriculum platforms.

Open and Collaborative Innovation for the Social Construction of Learning: Descriptive Analysis of an xMOOC Design

“…It indicates the potential effective impact of this type of activity (Che Lah et al, 2022), both for those experienced with MOOC courses and for those taking them for the first time; therefore, from the practical perspective, the design of online learning should focus on meeting the needs of learners (A. Li et al, 2021). The discussion forums represent an xMOOC strength for which communication and interaction practices can be carried out more effectively.…”

“…Contrary to the low participation rates in discussion forums that other MOOCs can frequently present (He et al, 2018), these findings support the results of another study (Minga-Vallejo and Ramírez-Montoya, 2022) that described students’ interest in carrying out innovative (Carrera & Ramírez-Hernández, 2018) and interactive activities (Zou et al, 2021) such as discussion forums to enhance social learning (Wu & Luo, 2022) and motivation to learn (Wan et al, 2020). It indicates the potential effective impact of this type of activity (Che Lah et al, 2022), both for those experienced with MOOC courses and for those taking them for the first time; therefore, from the practical perspective, the design of online learning should focus on meeting the needs of learners (A. Li et al, 2021).…”

“…In rapidly changing contexts, open innovation offers a dynamic capacity to integrate, build, and reconfigure internal and external competencies, with the collaboration of actors who trust in the abilities of others to create and capture value from the exchange of resources such as ideas, knowledge or materials (Chesbrough et al, 2018) and with the support of digitalization that has facilitated the ease and nature of information flows (Bogers et al, 2019). From a pedagogical approach, in the design of MOOCs, it is interesting to consider the design for learning, but not the design of learning as such (Hrastinski, 2023), to describe activities and resources that promote the actual occurrence of learning and improve the quality and efficiency of the processes (Aldosari et al, 2022; A. Li et al, 2021).…”

The relationship between AI stimuli and customer stickiness, and the roles of social presence and customer traits

“…CS is one research focus of customers' online behavior. It is defined as websites' competence to attract and retain customers (Kumar et al , 2020), extend customers' continuous visiting time (Li et al , 2021), or repeatedly visit the website (Walczuch et al , 2001). The generation of stickiness is determined by customers' psychological dependence of the websites (Xu and Liu, 2011; Lin, 2022).…”

Students’ Experiences with a Mental Health-Promoting Daily Life During COVID19: Balancing Predictability and Joy

“…For online teaching, there is a prerequisite that students perceive this teaching to be useful. A feeling of usefulness influences the perception of satisfaction, and satisfaction is the factor that has the greatest effect on learning stickiness (Li et al, 2021).…”