Impact of quality antecedents on satisfaction toward MOOC

Abstract

Literature emphasized the importance of quality antecedents on the successful implementation of MOOCs. However, rare studies are available on how to examine the quality antecedents in the MOOC context. Thus, the objective of this study is to assess the impact of quality antecedents on satisfaction toward MOOC. This study is mainly quantitative, adopted the D&M IS Success Model to examine the relationships between quality antecedents (i.e. system quality, information quality, service quality) and satisfaction toward MOOC. An online survey method was used to collect data from 1000 undergraduate students from five universities in Malaysia; 622 questionnaires were returned for a response rate of 62.2 percent. The questionnaire comprised of two parts. Part1 collected the demographic data, part2 elicited data related to satisfaction and quality antecedents. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The results partially supported the effect of the quality antecedents on learner satisfaction toward MOOC. There was full support for the relationship between system quality and learner satisfaction toward MOOC. The findings provided by the study have significant practical and theoretical implications about the implementation of MOOC successfully.