Negative learning behavior in small private online courses (SPOCs): findings from PLS-SEM and fsQCA.

Purpose: This study investigates the factors leading to college students' negative learning behavior in small private online courses (SPOCs) and offers suggestions for the optimization of SPOC design and the improvement of students' learning efficiency in online environments. Design/methodology/approach: Using partial least squares structural equation modeling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA), we analyzed 351 valid questionnaires from Chinese undergraduate students to clarify the intricate causal patterns of SPOC students' negative learning behaviors. Findings: Perceived usefulness and attitude directly impacted students' negative learning behaviors, while perceived ease of use, task-technology fit (TTF), individual-technology fit (ITF), online-offline fit (OOF), and SPOCs' characteristics exert indirect effects via these mediators. This study also identified five configurations that lead to poor learning behaviors in SPOCs (e.g., Low TTF + poor course quality + weak community). Research implications: Researchers and practitioners may find the results useful in understanding the causal pathways leading to students' negative learning behaviors in SPOCs. Additionally, these finding may be used to enhance SPOC design and improve student learning efficiency. Originality: Different from previous mainstream studies, this paper takes the unique perspective of students' negative learning behaviors to approach the issue, and adds to the body of knowledge on SPOC education. This study also employs fsQCA technology in conjunction with SEM to improve the realism of the results and address the limitations of earlier research.