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This study aims to understand the learner behaviour of millennials for Massive Open Online Courses (MOOCs) in the post-adoption stage by extending the theory of Unified Theory of Acceptance and User Technology 2 (UTAUT2) with expectancy confirmation model (ECM) along with personal innovativeness as the exogenous, satisfaction as a mediating and continued intention as an endogenous construct.

This study applied a cross-sectional research design by using a survey method to collect primary data with a structured questionnaire. Convenience sampling was used to collect data from millennial MOOC users, and partial least square structural equation modelling method was applied for data analysis.

The results indicate that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation influence satisfaction. Similarly, performance expectancy, hedonic motivation, personal innovativeness and satisfaction influence the continued intention for MOOCs.

In terms of limitations, the study applied a cross-sectional research design that could lead to data collection bias. Similarly, the study used convenience sampling as the authors did not have access to the participant list of users from MOOC platforms.

The research highlights various insights to all the stakeholders on improving MOOC satisfaction and enhance the continued intention for millennial learners.

The findings of this research bridge this gap by examining the post-adoption usage behaviour of MOOCs by extending the baseline model of UTAUT2 with personal innovativeness and integrating it with ECM.

Despite the advantages of MOOCs (Massive Online Open Courses), the adoption rate is still low, especially in less developed countries. The present study aims to investigate the drivers and barriers faced by adopters and non-adopters of MOOCs, and examine how these factors influence the intention of MOOC adoption.

A survey questionnaire was developed to measure how the identified factors may impact adopters and non-adopters' intention of using MOOCs. Through both offline and online channels, 1018 valid questionnaires were collected in China. Multiple regression analysis was applied to test the influential factors for adopters and non-adopters of MOOCs.

This study found that the drivers (i.e. perceived usefulness, performance-to-cost value, and self-regulation) have similar effects on both adopters and non-adopters on intention to adopt MOOCs. What differs between the two groups are the barriers to MOOC adoption. While adopters considered educational tradition and peers' impact as major barriers, non-adopters regarded lack of publicity and relevant information to be an obstacle. In addition, both adopters and non-adopters were hindered by the lack of accessibility and instructions.

As all the participants of this study were from one country in Asia, the findings may not be applicable to explain the situation of MOOC adoption in other countries with different social and cultural context.

In addition to the perceptions of adopters, this study also reveals the perceptions of non-adopters of MOOCs, which has seldom been investigated. In addition, this study focuses on the context of economically disadvantaged regions which have been neglected in previous studies of MOOC adoption.

The purpose of this study is to investigate the factors underlying the adoption of massive open online courses (MOOCs), using technology-user-environment (TUE) framework and self-determination theory (SDT) as the theoretical frameworks.

The primary data were collected from the field surveys conducted in the universities and academic institutions located in National Capital Region of Delhi, India, using convenience sampling technique. Structural equation modelling was used to test the hypothesized relationships in the proposed model.

The findings indicate that the learners’ intention to adopt MOOCs is significantly influenced by intrinsic motivation, social recognition, perceived value and perceived usefulness. On the other hand, the personal readiness, self-regulation of learners and peer influence are not found to have any significant impact on MOOCs adoption intention.

The findings of the study will be helpful for MOOCs providers and other stakeholders. The MOOCs providers should emphasize on providing courses from renowned universities in cutting-edge areas which are self-paced and cost-effective. The academic institutions should provide credit benefits to the students in lieu of completing courses through MOOCs. Likewise, employers should also recognize the certificates awarded by MOOCs and give due credit to the learners who complete such certifications.

The study has contributed to the existing literature on MOOCs adoption by combining constructs from TUE and SDT. To the best of the author’s knowledge, this has been a first attempt to combine these two frameworks to study the learners’ adoption behaviour for MOOCs in Indian context. The integration of these two frameworks provides a more comprehensive model of factors with increased explanatory ability (72.6 per cent) to describe the adoption intention of MOOCs.

The purpose of this study is to understand the mediating role of psychological need and immersive experience on graduates' skill gaps on massive open online courses (MOOCs) adoption intention.

The proposed research model is developed by combining two popular theoretical models, namely, the self-determination theory, network externalities theory along technology adoption theory. Data are collected from 318 respondents to test the model. Structural equation modeling (SEM) is applied to analyze the data.

The study reveals that the sense of psychological needs and immersive experience mediates the influence of skill gap and social interaction on MOOC adaption willingness. However, immersive experience alone cannot influence adoption intention. Similarly, psychological needs cannot have a significant impact on adoption intention without the graduate skill gap.

This study specifically focuses on investigating the mechanism of how psychological needs satisfaction mediates the relationship between graduates' skill gap and MOOC adoption intention. The findings suggest us to develop a course that will increase learners employability skill. This study also contributes by incorporating the idea of immersive experience to facilitate improved virtual social interaction.

The study seeks to investigate the factors that influence MOOC usage by students in tertiary institutes in Ghana.

As this study sought both to test existing UTAUT variables and potentially identify additional variables impacting MOOC usage, a mixed method approach was used. The quantitative study was used to test the significance of UTAUT variables on MOOC usage while the qualitative study was conducted to validate the quantitative results and potentially determine additional factors impacting MOOC usage.

The results of the quantitative data analysis showed that computer self-efficacy, performance expectancy and system quality had a significant influence on MOOC usage intention. Facilitating conditions, instructional quality and MOOC usage intention were found to have a significant influence on actual MOOC usage. The results of the qualitative data analysis showed that information-seeking behaviour and functional Internet access were dominant non-UTAUT factors that influence actual MOOC usage, while teacher motivation was a dominant non-UTAUT factor that influenced MOOC usage intention.

The study employed a non-probability sampling technique which imposes limitations on the generalizability of the findings. Additionally, the study was conducted in two out of the ten geographical and administration regions of Ghana; this also imposes limitations on the generalizability of the findings.

It is important that lecturers and university management find ways of motivating students to participate in MOOCs. Lecturers can influence students to use MOOCs if they regularly and persistently spur the students on to use MOOCs. Lecturers can also adopt other innovative strategies such as posting MOOC information on student noticeboards, the formation of MOOC clubs and the commissioning of MOOC champions on campuses.

The significance of functional Internet access in MOOC usage implies that good Internet connectivity is critical for online learning in developing countries. Regulators of Internet service providers must enforce strict adherence to quality of service standards regarding the provision of Internet service. The Internet service pricing regime must favour the use of the Internet for learning purposes.

The study adopted a mixed method approach to explore MOOC usage in a West African university context. The non-significance of two key UTAUT variables (effort expectancy and social influence) points to a key difference between the application of adoption and usage models to information systems compared to e-learning systems. Additionally, three other variables, namely information-seeking behaviour, functional Internet access and teacher motivation, were found to impact MOOC usage. The study presents a model of MOOC usage (MMU).

This paper aims to develop and empirically test a model of relationships between antecedents and outcomes of flow experience of users of massive open online courses (MOOC).

The researchers surveyed individuals primarily from India, who had enrolled in at least one MOOC offered by MOOC providers such as Coursera, edX and FutureLearn. The data were collected from 310 individuals using an online questionnaire. The partial least squares technique of structural equation modeling (PLS-SEM) was used to test the reliability and validity of the data, and the study’s hypothesized relationships.

The study found support for identification of telepresence, challenge and skill as antecedents of flow experience. MOOC satisfaction and MOOC usage intention were found to be the outcomes of flow experience, as hypnotized. The study also found the mediating role of MOOC satisfaction in the relationship of flow experience and MOOC usage intention.

The findings indicate that if the MOOC providers can orchestrate flow experience for MOOC users then that will increase the satisfaction of MOOC users, which will lead to increase in MOOC adoption.

The study makes the contribution towards better understanding of flow experience in the context of MOOC usage by identifying both antecedents and outcomes of flow experience. Further, it highlights the influencing role of flow experience on MOOC adoption.

This paper examines the evolution of massive open online courses (MOOCs) literature over the past 15 years and identifies its significant developments.

Utilizing main path analysis (MPA) on a dataset of 1,613 articles from the Web of Science (WoS) databases, the authors construct the main pathway in MOOC literature through a citation analysis. Pajek software is used to visualize the 34 influential articles identified in the field.

Three phases emerge in MOOC research: connectivism as a learning theory, facilitating education reform and breaking barriers to MOOCs adoption. Multiple-Global MPA highlights sub-themes including self-regulated learning (SRL), motivation, engagement, dropouts, student performance and the impact of COVID-19.

First, data limitations from the WoS core collection might not cover all research, but using reputable sources enhances data validity. Second, despite careful algorithm selection to enhance accuracy, there remains a limitation inherent in the nature of citations. Such biased citations may result in findings that do not fully align with scholars' perspectives.

The authors' findings contribute to the understanding of MOOCs literature development, enabling educators and researchers to grasp key trends and focus areas in the field. It can inform the design and implementation of MOOCs for more effective educational outcomes.

This study presents novel methodologies and important findings for advancing research and practice in MOOCs.

The objective of this paper is to understand the benefits and utility of massive open online courses (MOOCs) as perceived by the student, vis-à-vis internship and determine the factors that influence student motivation and distraction in adoption of MOOCs.

An empirical study is conducted through a survey; data are collected through a structured questionnaire. The technology acceptance model (TAM) is used as the base framework. For data analysis, Statistical Product and Service Solutions–Analysis of Moment Structures (SPSS–AMOS) 24.0 is used.

The impact of context-specific distinctive features of MOOCs and characteristics of students on user satisfaction are examined through perceived ease of use and perceived usefulness. In the study, it is found that positive social influence and better facilitating conditions improve perceived ease of use and perceived usefulness leading to a better user satisfaction. Self-regulation positively influences self-efficacy among students while pursuing MOOCs. Contrary to the past researches, it is found that in the pandemic environment self-efficacy is not impacting perceived ease of use, perceived usefulness and satisfaction.

The findings of this study will benefit MOOCs developers and Higher Education Institutes (HEIs) in deeper understanding the significant factors affecting MOOC usage in higher education.

The study is ingrained to find the causes which will lead to user satisfaction of MOOCs by post-graduation students of B-schools in India. This is an original research and primary data has been collected for decision-making.

Massive Open Online Courses (MOOCs) have opened up a gateway for ongoing learning opportunities to students, faculty and researchers. MOOCs are now being offered in the field of Library and Information Science (LIS) by a number of universities and institutions. This paper aims to explore how this new model of education can bring opportunities to LIS schools to overcome such constraints as lack of teachers, variable skills levels, paucity of funds and limited infrastructure, all of which can be significant barriers to effective delivery of LIS education. This paper will provide the first perspective from a developing country like India. It will explain the concept of MOOC and discuss its present role in LIS, and will explore its potential for collaboration in furthering teaching and research in this area.

A desk-based approach was used to study the philosophy behind MOOCs and its applicability in the field of LIS. However, a survey method was implemented to collect views of LIS professionals in India, to assess their understanding and interest in MOOCs. The scope of this study was limited to explaining how this new form of education can bring opportunities to LIS schools in India.

The study reveals great interest among Indian LIS professionals in further study through MOOCs, although the adoption of this learning method in Indian LIS schools is still a rarity. However, policy initiatives recently proposed by the Government of India will make it necessary for LIS schools to start experimenting with this new medium of education.

Some of the areas of collaboration discussed in this paper may enable LIS teachers and schools to adopt MOOCs to further LIS education and research, especially in developing countries.

Human resources (HR) management has encountered unforeseen obstacles and issues in recruiting, retaining, training and developing workforces under the “new normal” due to pandemic circumstances followed by the Russo–Ukrainian War and global economic turmoil. As the world is now well-equipped with technological advancements and internet-based connectivity, many pandemic disruptions have been avoided through rapid adaptation of technological systems. Despite the constructive outcomes of this contemporary approach to learning and development (L&D), this study explores the further depths of massive open online courses (MOOC) platform adoption in human resource development initiatives during pandemic times.

A qualitative research approach was adopted to understand the employee and HR perspective on the changes in L&D approaches in organizations. To gather the primary data, respondents were divided into two clusters; different sets of questionnaires were developed for interview sessions.

Results suggest that employee L&D was much more improvised with distance or online learning, including organizational e-learning systems and MOOC platforms. To accomplish their HR development goals, organizations went through significant transformations during the Coronavirus pandemic; organizational attempts to initiate online training and MOOC-based learning fostered positive results in employee capacity development, process improvement, employee engagement and motivation.

This research will assist organizations in developing interactive training methods as an effective replacement for traditional training. Additionally, it will assist readers, practitioners and HR specialists in understanding how MOOCs are changing the L&D ecosystem.