Antecedents and Outcomes of Flow Experience of MOOC Users

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Vasyl Taras, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Journal of International Education in Business, 13(1), 1-19.
Language: English
Date: 2020
usage intention, flow experience, massive open online course (MOOC), MOOC adoption, MOOC satisfaction

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