Conceptual Paper: Behavioural Intention to Use MOOCs the Moderating Effect of Perceived Openness and Facilitating Condition

Abstract

Massive Open Online Courses (MOOCs) have recently gained a lot of attention as a new e-learning paradigm. Despite its widespread use, the high percentage of students who do not use it raises concerns among institutions in developed countries who have spent considerable time and money developing it. As a result, it is critical to comprehend the variables that affect students' decisions to take MOOCs. This paper proposes a conceptual framework for assessing MOOC acceptance among students in Nigerian higher education institution, and it expands on the technology acceptance model (TAM). Five constructs and two moderators are identified and hypothesized and synthesis of related prior literature: perceived usefulness, perceived ease of use, reputation, subjective norm, facilitating condition, and technology awareness. The suggested conceptual framework in this research enriches existing literature on student’s intention to use MOOCs.