Acceptance and Use of Massive Open Online Courses: Extending UTAUT2 with Personal Innovativeness

Amillia Amid, Rosseni Din


Massive Open Online Courses (MOOCs) are online learning that has gained widespread acceptance, particularly in higher education institutions (HEIs). Because MOOCs can promote educational information, autonomous learning, and lifelong learning, they require continuous use. Although it is common to find studies on MOOCs in HEIs, research on the acceptance of MOOCs and use preferences among HEIs remains novel. Drawing on the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), this study identifies the factors that influence the acceptance and use of MOOCs among university students. Moreover, this study provides a significant theoretical contribution through the introduction of a new construct in the domain of information technology: personal innovativeness. Data was collected from 218 university students in Malaysia using purposive sampling and analyzed using Smart Partial Least Squares. The findings indicated that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, and personal innovativeness in the IT domain have a significant impact on MOOC acceptance and use among university students. This study contributes to a better understanding of how new technology is accepted and used such as MOOCs, as well as other forms of learning technology in HEIs.


Massive Open Online Courses, acceptance and use, Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), higher education, personal innovativeness (PI)

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