Meta-Analysis of Factors Influencing Student Acceptance of Massive Open Online Courses for Open Distance Learning

This paper draws on the meta-analysis methodology to systematically synthesize results of primary studies and to highlight the main significant factors influencing student acceptance of massive open online courses (MOOCs) for open distance learning (ODL). While there might be many studies on MOOCs, there is a lack of meta-analytical research on student acceptance of MOOCs, which is a novel contribution of the current study. The meta-analysis methodology was applied to investigate effect sizes, statistical heterogeneity, and publication bias across 36 primary studies involving 14233 participating students. The study's findings show satisfaction to be the main significant factor influencing students' acceptance of MOOCs. The findings shed light on stakeholders' decision-making process in implementing MOOCs for ODL and advance technology acceptance models. The study has the potential to theoretically contribute to technology acceptance research by situating the widely known technology acceptance models in the context of education