Determinants for Adoption of MOOCs from the Perspective of UTAUT

The growth of information and communication technology (ICT) coupled with cheaper internet charges and android and windows-based computing devices facilitate online learning. The scaling up of the online teaching and learning process helping both educators and learners has happened during covid-19. Students have been using various platforms for online learning according to their level of understanding and as per instructions given by their institutes. The present study aims to examine the adequacy of the Unified Theory of Acceptance and Use of Technology (UTAUT) as a base theory in an academic context for identification of the factors which impact academicians and students' behavioral intentions in the adoption of MOOCs. Studies have been conducted in developed countries but a detailed study where students' have undergone sufficient exposure to remote learning is now worthwhile. The cross-sectional study used a descriptive methodology to test hypotheses related to the interaction between dependent variable behavioral intention of UTAUT, with independent variables like facilitating conditions (FC), performance expectancy (PE), social influence (SI), and effort expectancy (EE). Data was gathered through a self-administered questionnaire designed using Questionpro. For data analysis, multiple linear regression (MLR) was carried out using SPSS software V23. The research model was found significant with an explanatory power of 39.8 %. The study found that PE and EE were significant influencers to academicians' and students' behavioral intention for MOOCs. SI and FC, on the other hand, were not found to be significant predictors.