The impact of flow, satisfaction and reputation on loyalty to MOOCs: the moderating role of extrinsic motivation
Loyalty – users’ commitment to an institution or resource, involving its repeated use and recommending its use to others – and its explaining factors are of paramount importance in a Massive Open Online Course (MOOC), where participation is open and many actors with differing interests coexist. The...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión enviada para evaluación y publicación |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/154931 |
| Acceso en línea: | https://hdl.handle.net/11441/154931 https://doi.org/10.1080/1475939X.2021.2018031 |
| Access Level: | acceso abierto |
| Palabra clave: | MOOCs Loyalty Satisfaction Flow Student motivation |
| Sumario: | Loyalty – users’ commitment to an institution or resource, involving its repeated use and recommending its use to others – and its explaining factors are of paramount importance in a Massive Open Online Course (MOOC), where participation is open and many actors with differing interests coexist. The present article tests a loyalty formation model by using satisfaction, flow state and reputation as explanatory factors. It also examines the role of extrinsic motivation (EM) as a potential moderator of inter-variable relationships. Data were gathered from questionnaires dis-tributed to users of a MOOC offered by the University of Granada (Spain). Results indicate that EM plays an important moderating role in loyalty formation. Satisfaction, enjoyment and reputation are less important when EM is higher, whilst control appears to be more relevant to exter-nally driven users. Practical implications include the recommendation to personalise users’ learning experience with different types of motivation in order to increase loyalty. |
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