Direct Test Effect of Disruptive Technology Acceptance Model (DTAM) on Massive Online Open Courses (MOOCS) Learners’ Satisfaction

Objectives: Higher education learners paid attention to MOOCs in their relevant fields enhance skills and knowledge. The purpose of the current study is find MOOCs’ disruptive technological dimensions learners’ attitudes, usage behavior, satisfaction. Methodology: adopted a descriptive research design, it cross-sectional study, with 384 included questionnaire survey during months June August 2022 Tamil Nadu. For Data analysis, Frequency statistics, Kruskal Wallis test, PLS-SEM were employed. Findings: test revealed that there no mean significant difference between gender, stream, MOOC preference, course mode on attitude use MOOC, results exists positive relationship technology (perceived usefulness, perceived ease use, reliability, portability, economic value) attitude, However, (t- statistics 0.783) found dimension user behavior. Managerial implications: service providers need concentrate DT dimensions, which affect users’ Novelty: introduces existing TAM model, helps Edtech companies, higher institutions understand behavior expectations elements MOOCs. introduced present will have by future researchers make emerging DTs satisfaction different segments markets. Keywords: Disruptive technology; education; MOOCs; Online learning; Behaviour