Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers

New technological advances and globalization have undoubtedly given rise to new forms of learning. Massive Open Online Courses (MOOCs), which are a kind evolution on e-learning, the endorsement prestigious universities around world, transforming traditional teaching–learning process. In Ecuador, these online courses based Basic General Education system neither popular among students nor widely used by teachers in their teaching method, thus, this is not considered as an official qualification. The inclusion tool Ecuadorian educational learning resource would expand access equal opportunities from all over country. Therefore, our proposal use MOOCs source with instructional contents subject classwork flipped-classroom method. way, such resources can be aid high school classes, average grade achieved through platform, well student’s participation, may part formal evaluation any institution. With purpose measuring level confidence education usage for teachers’ work, descriptive analytical approach has been taken study. A quantitative survey was administered 696 who took type course. results investigation show that 93.9% trust education; 89% ready 79% final grade. These data prove could complementary so they contribute improve outcomes development education.