Abstract
Online learning communities play a crucial role in delivering high-quality courses to a large number of learners. However, to maintain an economically sustainable and constantly evolving online learning ecosystem, it is essential to create a virtuous cycle from knowledge production to knowledge consumption by charging learners to incentivize course providers and to build and maintain online learning systems. This study examines online learners' willingness to pay for high-quality online courses and develops the FSEP model (Flow-Satisfaction-Expectancy-Purchasing). The model is based on the assumption that learners who have a good experience with a free course are more likely to purchase the paid version. The study employs an explanatory sequential mixed-method design. The quantitative results demonstrate that online learners' flow experience and satisfaction with the free course directly affect their expectations for paid courses, which in turn increase their intention to purchase. In particular, three full mediation effects clearly reveal the importance of the psychological paths identified in this study. The subsequent qualitative results further validate each hypothesis proposed in the FSEP model. This research advances our understanding of economically sustainable online learning ecosystems and also adds to existing knowledge of digital economies and the freemium model.
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The datasets generated during and/or analysed during the current study are not publicly available because the collected data involves the privacy of participants but are available from the corresponding author on reasonable request.
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The work described in this paper was partially supported by grants from the Humanities and Social Sciences Foundation of the Ministry of Education, China (Project No. 22YJA870013) and the Fundamental Research Funds for the Central Universities.
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Appendices
Appendix A. Detailed measurement items
1.1 Flow Experience
FE1: When studying the courses in the online learning platform, I am not distracted.
FE2: It feels like time flies while I am studying the courses in the online learning platform.
FE3: When studying the courses in the online learning platform, I have a feeling of concentration.
FE4: When studying the courses in the online learning platform, I don't surf the Internet or things like that.
1.2 Perceived Learning Outcome Satisfaction
PLOS1: I was satisfied with the quality of my input in the online course.
PLOS2: My final input reflected my perception about the online course.
PLOS3: I felt committed toward my input in the online course.
PLOS4: I was confident that my input in the online course was correct.
1.3 Perceived Learning Process Satisfaction
PLPS1: The process involved in this online course was efficient.
PLPS2: The process involved in this online course was satisfying.
PLPS3: The process involved in this online course was coordinated.
1.4 Utilitarian Value Expectancy
UVE1: I expect that taking the paid courses in the online learning platform would be useful.
UVE2: I expect that taking the paid courses in the online learning platform would enhance my efficiency.
UVE3: I expect that taking the paid courses in the online learning platform would increase my productivity.
UVE4: I expect that taking the paid courses in the online learning platform would improve my performance.
1.5 Intrinsic Value Expectancy
IVE1: I expect that taking the paid courses in the online learning platform would help me learn new things.
IVE2: I expect that taking the paid courses in the online learning platform would help me master new concepts.
IVE3: I expect that taking the paid courses in the online learning platform would help me acquire innovative ideas.
1.6 Hedonic Value Expectancy
HVE1: I expect that taking the paid courses in the online learning platform would be enjoyable.
HVE2: I expect that taking the paid courses in the online learning platform would be pleasant.
HVE3: I expect that taking the paid courses in the online learning platform would be fun.
1.7 Social Value Expectancy
SVE1: I expect that taking the paid courses in the online learning platform would help me feel acceptable.
SVE2: I expect that taking the paid courses in the online learning platform would improve the way I am perceived.
SVE3: I expect that taking the paid courses in the online learning platform would make a good impression on other people.
SVE4: I expect that taking the paid courses in the online learning platform would make a good impression on other people.
1.8 Purchasing Intention
PI1: Given the chance, I would consider purchasing courses in the online learning platform in the future.
PI2: It is likely that I will actually purchase courses in the online learning platform in the near future.
PI3: Given the opportunity, I intend to purchase courses in the online learning platform.
Appendix B. Semi-structured interview protocol
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Have you ever purchased an online course? If so, what did you buy?
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What was the reason behind your purchase of those online courses?
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Did you attend any trial lessons before purchasing? How did you feel during those trial lessons?
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Did your experience with trial lessons influence your decision to purchase the paid ones? If yes, how?
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Do you think that trial lessons provided by online learning communities have an impact on your decision to purchase paid courses? If so, how?
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In your opinion, what improvements could online learning communities make to their free products to better encourage you to make a purchase?
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Zhou, Y., Cao, G. & Shen, XL. Building an economically sustainable online learning ecosystem with freemium model: A sequential mixed-method approach. Educ Inf Technol 29, 12347–12375 (2024). https://doi.org/10.1007/s10639-023-12347-7
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DOI: https://doi.org/10.1007/s10639-023-12347-7