Massive Open Online Courses (MOOCs) have expanded access to higher education but continue to face persistently high dropout rates, raising concerns about their long‑term effectiveness and sustainability. This study develops and empirically tests a structural framework that links utilitarian values (perceived usefulness, certificate value, time flexibility), hedonic values (enjoyment, variety and novelty, personal interest alignment), and individual characteristics (goal orientation, self‑efficacy, motivation type) to MOOC student retention. Data were collected through a structured questionnaire administered to 200 MOOC learners from Christ University, Lavasa Campus, and analyzed using Structural Equation Modelling (SEM) in AMOS. The results show that goal orientation, self‑efficacy and motivation significantly influence both utilitarian and hedonic value perceptions, and that these value dimensions, in turn, exert significant positive effects on student retention. Although some model fit indices are affected by the modest sample size, the significant regression paths support the conceptual robustness of the proposed framework. The study contributes a holistic perspective on MOOC retention and offers practical implications for designing courses that simultaneously address learners’ pragmatic needs and their emotional, value‑based engagement.
Roy et al. (Fri,) studied this question.