Academic and Emotional Support for MOOC Learning

This paper involves academic and emotional support, aiming to explore whether they contribute to users’ sustainable use of the MOOC platform. A total of 410 college students learning English as a foreign language (EFL) and with MOOC learning experience participated in this study. Employing the structural equation modeling (SEM) techniques, we examined the relationships among five factors in MOOC EFL learning context: academic support (AS), emotional support (ES), perceived useful (PU), perceived ease of use (PEoU), and platform reputation (PR).