Massive Open Online Courses (MOOCs) present enormous opportunity for potential learners, especially those in developing countries who may be lacking access to quality higher education. However, participation in MOOCs is still significantly low among those in developing countries, while those in developed countries are continually being overrepresented in the MOOC student population (Emanuel, 2013; Pomerol, Epelboin & Thoury, 2015). This further fosters the knowledge divide that already exists between developed and developing nations, as those in developed countries gain the benefits of MOOCs in addition to their already better quality higher education institutions of learning. Nigeria was chosen as a case study because a high percentage of its population lack access to quality higher education and the level of MOOC participation is still significantly low, even when compared to other developing countries. (Iruonagbe & Egharevba, 2015; Oladele, Akeke & Oladunjoye, 2011; Li, 2017; Bayeck, 2016). The study adopted the Technology Acceptance Model (TAM) as a theoretical framework to examine factors that may be contributing to low adoption rate of MOOCs in Nigeria. It specifically examines the role of facilitating conditions, social influence and cultural factors of power distance, uncertainty avoidance and collectivism on the core TAM constructs, perceived usefulness and perceived ease of use, and how both the external factors and the TAM constructs influence people's behavioral intention to adopt MOOCs. Data for the study was collected using online surveys with a total of 227 participant responses obtained. The survey items measuring the study constructs were adapted from the Technology Acceptance Model (TAM) scale, the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) scale and the individual level cultural values scale (CVSCALE). Demographic and other individual characteristics data were also collected as part of the survey to get a better understanding of the participants and how they are positioned for MOOCs use. Regression analysis, confirmatory factor analysis and path analysis were used to analyze data for statistical results. The demographic and individual characteristics data were used to create user personas of target MOOCs users in Nigeria. Findings from study indicate that perceived ease of use, uncertainty avoidance and social influence had a direct positive influence on perceived usefulness of MOOCs. Also, facilitating conditions and uncertainty avoidance significantly predicted perceived ease of use of MOOCs for the participants in the positive direction. Perceived usefulness, facilitating conditions and collectivism directly predicted behavioral intention to use MOOCs among participants. Furthermore, perceived ease of use and uncertainty avoidance had indirect effects on behavioral intention through perceived usefulness. Useful insights about the participants were also obtained from the results of the demographic and individual characteristics data and were used to create personas of target MOOCs users in Nigeria. Overall, the dissertation contributes an in-depth understanding of target MOOCs users within the study context and the factors that potentially influence their attitudes and behavior towards such an innovative online learning technology capable of improving their access to higher quality education. It further identifies the need for interventions that facilitate MOOC adoption in Nigeria through the significant factors.
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