在强调学习伙伴间协作学习、知识构建的MOOCs系统里，社会性网络工具还没有显著改善学习者辍学率高（缺乏持续使用行为）的现状。根据Bhattacherjee的扩展ECM-ISC模型和Andrea K. Gerlak、Tanya Heikkila等人的集体学习影响因素模型，构建了基于协作学习角度的MOOCs用户持续使用模型，该模型归纳出协作学习中的技术及功能性因素对MOOCs初期使用后的期望确认的影响；协作学习中的结构性因素和社会性动态因素对MOOCs感知有用性及持续使用行为的影响；MOOCs环境下期望确认、感知有用性、满意度、自我功效、持续使用意图、持续使用行为等因素的相关关系。%In the environment of MOOCs which emphasizes collaborative learning and knowledge construc-tion among the partners,the social networking tool has not yet improved learner drop-out rate( lack of sustained usage behavior)significantly. According to the Extended ECM-ISC model of Bhattacherjee, and the collective learning model of Andrea K. Gerlak,Tanya Heikkila,etc. ,the model of continued use of MOOCs is constructed based upon collaborative learning perspective. This model generalizes the influence of the techniques and functional factors in collaborative learning upon expectation confirmation after the early use of MOOCs;the influence of its structural and socially dynamic factors upon perceived usefulness and continuous usage behavior of MOOCs;and the relative relationship among expectation con-firmation,perceived usefulness,satisfaction,self -efficacy,continuous use intentions,and continued use behavior.
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