Massive Open Online Courses (MOOCs) are emerging as the new trend for modern higher education institutions. Student acceptance is viewed as the key determinant for the success of MOOCs. This study intends to examine factors influencing higher education students’ behavioral intention to adopt MOOCs. Thus, this study proposes the use of a modified Technology Acceptance Model (TAM). Data is collected via an online survey from a sample of 403 participants in Jordan. Structural equation modeling (SEM) is used to assess the accuracy of the research model. The results reveal that 1) students’ behavioral intention to adopt MOOCs is positively affected by the perceived ease of use and by the perceived usefulness, 2) self-regulated learning has both a negative direct and indirect (through perceived usefulness) influence on behavioral intention, 3) computer self-efficacy and perceived convenience have positive indirect effects on behavioral intention through the perceived usefulness and perceived ease of use, and 4) learning tradition has a negative indirect effect on behavioral intention through self-regulated learning. Based on the results, various implications (both practical and theoretical), and suggestions for future research, have been highlighted.

大规模的在线公开课程（MOOC）成为现代高等教育机构的新趋势。学生接受程度被视为MOOC成功的关键因素。本研究旨在探讨影响高等教育学生采用MOOC的行为意愿的因素。因此，本研究建议使用修改后的技术接受模型（TAM）。数据是通过在线调查从约旦403名参与者的样本中收集的。结构方程模型（SEM）用于评估研究模型的准确性。结果表明，1）学生采用MOOC的行为意图受到使用易感性和感知有用性的积极影响； 2）自我调节学习对行为意图具有直接和间接的负面影响（通过感知的有用性） ，3）计算机自我效能和感知便利性通过感知的有用性和感知易用性对行为意图产生了积极的间接影响，并且4）学习传统通过自我调节学习对行为意图产生了负面的间接影响。基于这些结果，已突出了各种含义（包括实践意义和理论意义）以及对未来研究的建议。