Push-Pull-Mooring Analysis of MOOCs and College Students During COVID-19 Pandemic

Abstract

The partial least squares structural equation modeling (PLS-SEM) provides researchers with an analysis tool for prediction theory. As the coronavirus disease 2019 (COVID-19) brings risks to teaching and learning, students have been forced to switch from classroom learning to online learning and most subjects have chosen massive open online courses (MOOCs) for online learning in China. This study examines whether MOOCs can replace traditional classroom education and explores the factors that influence the intentions of switching of the students from offline to online. We sequenced the PLS-SEM analysis of data with 397 students from a university in Zhejiang province of China, testing the model parameters, and discussing the push-pull-mooring (PPM) theory. Our data demonstrate that security risk is a push factor, switching costs are a mooring factor, and perceived usefulness and task-technology fit are pull factors that pull students from traditional, offline learning to MOOCs. In addition, the PPM model of the analysis results provides a more specific understanding of the importance-performance analysis of each factor. Our findings suggest that to constantly improve the switching intention to address unexpected challenges in the future, teachers should establish an effective emergency management measures, including curriculum design, to be consistent with their needs.