Abstract
The study examined how the perceived level of students’ knowledge on Massive Open Online Courses (MOOCs) influence its use. The study utilizes the use of Innovation Diffusion Theory and Technology Acceptance Model to examine factors that influence students use of MOOCs within the Ghanaian university. The data was analyzed using the Statistical Package for the Social Sciences. The data was analyzed using Structural Equation Modeling (SEM-Amos). The findings showed perceived usefulness, perceived ease of use MOOCs as well as perceived compatibility and observability positively affect students use of MOOCs systems. However, the perceived complexity of use negatively affects students use of MOOCs systems. The findings further validate students’ motive to use the MOOCs systems for learning. Students’ attitudes toward using MOOCs systems and behavioral intentions to use MOOCs systems are heavily influenced by technology and resource availability. When technology tools are available, students’ intents to use them in their studies.
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