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Blockchain technology enables the creation of a decentralized environment where transactions and data are not under the control of any third party organization. Any transaction ever completed is recorded in a public ledger in a verifiable and permanent way. Based on blockchain technology, we propose a global higher education credit platform, named EduCTX. This platform is based on the concept of the European Credit Transfer and Accumulation System (ECTS). It constitutes a globally trusted, decentralized higher education credit and grading system that can offer a globally unified viewpoint for students and higher education institutions (HEIs), as well as for other potential stakeholders such as companies, institutions and organizations. As a proof of concept, we present a prototype implementation of the environment, based on the open-source Ark Blockchain Platform. Based on a globally distributed peer-to-peer network, EduCTX will process, manage and control ECTX tokens, which represent credits that students gain for completed courses such as ECTS. HEIs are the peers of the blockchain network. The platform is a first step towards a more transparent and technologically advanced form of higher education systems. The EduCTX platform represents the basis of the EduCTX initiative which anticipates that various HEIs would join forces in order to create a globally efficient, simplified and ubiquitous environment in order to avoid language and administrative barriers. Therefore we invite and encourage HEIs to join the EduCTX initiative and the EduCTX blockchain network.

When users are presented with a new technology or service, a number of factors influence their decision about how and when they will use it. To measure how students and teachers are going to accept and use a specific e-learning technology or service, an appropriate instrument is needed. In this paper common theories that can be used for measuring students' acceptance of e-learning technologies and services are presented. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was used to develop the measurement instrument. The measurement items have been adapted to Moodle, an open source web-based Virtual Learning Environment (VLE). Empirical data was conducted using an online survey with undergraduate students (n=235). To understand students' perceptions about using Moodle, the UTAUT research model and hypothesized relationships between UTAUT constructs were empirically tested using the structural equation modeling (SEM) approach. The results indicate that performance expectancy and social influence have a significant impact on students' attitudes towards using Moodle. Social influence and attitudes toward using are significant determinants of students' behavioral intention. Students' behavioural intentions were shown to be strong and significant determinant of actual use of Moodle. The implications and limitations of the present study are also discussed.

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