Article: Key success factors in the continuous use of MOOC education in South Korea Journal: International Journal of Innovation and Learning (IJIL) 2022 Vol.31 No.2 pp.137 - 165 Abstract: Society is facing a paradigm shift where general education is moving towards lifelong education. Massive open online course (MOOC) is the leading online education with large-scale open classes. South Korea has localised 1,340 MOOCs known as K-MOOCs. However, K-MOOCs are not being managed effectively, and are generally low-level lectures compared to MOOCs. The variance-based structural equation modelling (SEM) using the partial least squares (PLS) model was applied for data analysis. Online surveys and analysis of 224 respondents studied 14 hypotheses and analysed eight factors to improve K-MOOC operation in South Korea. Findings indicated 'authentic learning' positively affects 'learning transfer'; 'gamification', 'teaching presence' and 'reputation' positively affect 'satisfaction' and 'commitment'. 'Learning transfer' and 'satisfaction' impacts 'continuous use intention'. Furthermore, 'commitment' positively affects 'satisfaction', and 'continuous use intention'. This research suggests that these factors must be taken into account when constructing teaching methods and educational content to improve K-MOOCs continuous usage. Inderscience Publishers - linking academia, business and industry through research

Title: Key success factors in the continuous use of MOOC education in South Korea

Authors: Thomas Jin Park; Jaehoon Whang; Sean Watts; Dong-Gyun Han

Addresses: Duksung School Foundation, 460 Samil-daero, Jongno-gu, Seoul, 03131, South Korea ' Yonsei University, Jeongeui-Gwan 442, 1 Yonseidae-gil, Wonju-si, Gangwon-do, 26493, South Korea ' KeiMyung University, KAC, 502 DongYeong Building, 1095 Dalgubeol-daero, Daegu, 704-701, South Korea; Donga University, 33 Xo Viet Nghe Tinh St, Hai Chau, Danang, Vietnam ' Gyeongbuk IT Convergence Industry Technology Institute, 25, Gongdan 9-ro 12-gil, Jinryang-eup, Gyeongsan-si, Gyeongsangbuk-do, 38463, South Korea

Abstract: Society is facing a paradigm shift where general education is moving towards lifelong education. Massive open online course (MOOC) is the leading online education with large-scale open classes. South Korea has localised 1,340 MOOCs known as K-MOOCs. However, K-MOOCs are not being managed effectively, and are generally low-level lectures compared to MOOCs. The variance-based structural equation modelling (SEM) using the partial least squares (PLS) model was applied for data analysis. Online surveys and analysis of 224 respondents studied 14 hypotheses and analysed eight factors to improve K-MOOC operation in South Korea. Findings indicated 'authentic learning' positively affects 'learning transfer'; 'gamification', 'teaching presence' and 'reputation' positively affect 'satisfaction' and 'commitment'. 'Learning transfer' and 'satisfaction' impacts 'continuous use intention'. Furthermore, 'commitment' positively affects 'satisfaction', and 'continuous use intention'. This research suggests that these factors must be taken into account when constructing teaching methods and educational content to improve K-MOOCs continuous usage.

Keywords: massive open online courses; MOOC; Korean massive open online courses; K-MOOC; authentic learning; gamification; teaching presence; reputation; learning transfer; satisfaction; commitment; continuous use intention; online learning; e-learning.

DOI: 10.1504/IJIL.2022.120665

International Journal of Innovation and Learning, 2022 Vol.31 No.2, pp.137 - 165

Received: 31 Aug 2021
Accepted: 26 Oct 2021
Published online: 31 Jan 2022 *

Title: Key success factors in the continuous use of MOOC education in South Korea

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