A Review of Empirical Studies on MOOC Adoption: Applying the Unified Theory of Acceptance and Use of Technology

Abstract

Despite the increasing number of empirical studies on MOOC development and utilization, significant gaps still remain in the available literature. Little is known about which factors promote MOOC adoption in certain teaching and learning contexts, and which impede its successful application from a theoretical perspective. This study aimed at examining empirical studies on MOOC adoption and clarifying factors affecting MOOC adoption/non-adoption by applying the Unified Theory of Acceptance and Use of Technology (UTAUT). Firstly 40 empirical research papers on MOOC, which were published in 10 selected journals between 2007 and 2016, were reviewed. Secondly, 12 articles that investigated factors promoting or hindering MOOC adoption were critically analyzed. The study revealed that among four constructs of the UTAUT, “Performance Expectancy” was the most important factor in influencing MOOC adoption, while “Facilitating Condition” was the major barrier. It also revealed that while the UTAUT was a useful framework with which to analyze MOOC adoption, it needed to consider the inclusion of “Learner Variables” and “Language Competencies” as two additional constructs. In conclusion, limitations of the study were discussed, and recommendations for future research were made.