Technology Adoption and Continuance of Moocs: A Systematic Literature Review, Synthesis and Future Research Agenda

Abstract

Massive Open Online Courses (MOOCs) have garnered a lot of attention and interest from academia and industry. The proliferation of MOOC platforms has opened up immense opportunities for fulfilling learner needs and improving the education landscape. It is important to understand the drivers of MOOC adoption to ensure its complete utilization. Research on MOOC adoption, acceptance, usage, and continuance has increased over a period of time. With this regard, the purpose of this study was to review and synthesize the research on MOOC adoption using a structured and domain-based approach in order to understand its state-of-the-art literature. Seventy empirical articles indexed in Scopus or Web of Science were identified and reviewed systematically using the Theories, Context, Characteristics, and Methods (TCCM) framework. Systematic mapping of studies was taken place to determine the year-wise publications, journal quality, citations, widely used theories, the context in terms of MOOC platforms and country of research, characteristics in terms of widely used constructs, and hypothesized relationships. The systematic literature review highlights Technology Acceptance Model is the dominant model applied in the MOOC adoption research. Further research on MOOC adoption is seen majorly in Asian economies with a narrow focus on developed economies. Although several review studies have taken place on MOOC, their focus has been on the quality, pedagogical or user perspective. This study is the first effort in synthesizing the state-of-the-art literature on MOOC adoption. Future avenues of research are suggested in terms of Theories, Context, Characteristics, and Methods to further the theoretical and practical knowledge on MOOC adoption.

Determining the post-adoptive intention of millennials for MOOCs: an information systems perspective

“…Hulland et al (2018) have highlighted the use of convenience samples when the sample list is not available and when the model is used for testing purposes. Most IS and MOOC adoption research have used convenience sampling (Shah et al , 2021). The study did not offer any incentive for filling the questionnaire and the participation was voluntary.…”

“…Most research on MOOCs has focussed on understanding learner behaviour in terms of academic performance, levels of participation, interaction, user experience and motivations for MOOCs (Shah et al , 2021). Extant literature covers several factors influencing MOOC adoption such as perceived usefulness and ease of use (Wu and Chen, 2017), reputation (Khan et al , 2018), self-regulation (Zhou, 2016), user satisfaction (Aparicio et al , 2019), openness (Alraimi et al , 2015), certifications and curiosity for learning (Hew and Cheung, 2014), convenience and personal interest (Shapiro et al , 2017).…”

“…In 2015, MOOC adoption research began when Alraimi et al (2015) studied the MOOC continuance. Post-2015, much MOOC adoption research was conducted using various IS domain theoretical models (Shah et al , 2021) to explain the acceptance and adoption of MOOCs across geographies and cultures. The technology acceptance model (TAM) and perceived innovation characteristics have been the dominant sub-themes of research for understanding MOOC adoption.…”

“…Moreover, the research on MOOC adoption in the past few years has catered to determining MOOCs’ initial adoption and acceptance (Shah et al , 2021). Understanding post-adoption behaviour is an emerging and understudied research area in IS domain (Saeed and Abdinnour-Helm, 2008).…”

Exploring the Advancements in Mooc Studies: A 2008-2022 Overview

“…The researchers (Shah et al, 2021) discussed that Massive Open Online Courses (MOOCs) have made education more accessible to everyone worldwide than ever before. MOOCs, are courses offered on-demand by well-known colleges around the world, making education accessible to the general public.…”