Publication Date


Document Type


First Advisor

Mayall, Hayley J.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)


Recently, Massive Open Online Courses (MOOCs) have started to play an important role in e-learning initiatives and have become increasingly popular among e-learning communities. However, the dropout rates of students in MOOCs have become an issue that needs to be studied by MOOC providers, researchers, practitioners, and stakeholders (Daneji, Ayub, & Khambari, 2019). The current study employed the Five-Factor Model (FFM), and the Expectation-Confirmation Model (ECM) to examine the effect of personality traits on learners’ continuance intention to use MOOCs via Edraak in Jordan. This study also explored gender differences in the posited relationships.An online survey was distributed to 6,000 learners who participated in the Edraak MOOC. The results revealed that perceived usefulness and satisfaction had significant positive effects on learners’ intention to continue to use MOOCs. Confirmation had a significant positive effect on students’ perceived usefulness and satisfaction, while perceived usefulness had no significant effect on students’ satisfaction. Conscientiousness, extraversion, and neuroticism traits showed positive relationships with perceived usefulness of MOOCs, while agreeableness and openness to experience traits had no such effect. The results also showed that gender did not have any significant moderating effects on the relationships between the personality traits and expectation- confirmation variables in terms of continuance intention to use MOOC. The findings of this research will help researchers, providers, and practitioners better understand how different personality traits can motivate learner’s continuance intention to use MOOC.


158 pages




Northern Illinois University

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