Massive Open Online Courses (MOOCs) have a considerable potential impact on teaching, learning, and traditional higher educational structures, according to many types of research. Several higher education institutions either through the specific development of MOOCs or the integration of existing MOOCs into their curriculum are swiftly implementing them on their campuses. To examine the MOOCs phenomenon more closely, this study explored the significant difference between MOOCs users and non-users in their intention to use MOOCs for academic purposes. It again explored the influence of awareness knowledge, how-to knowledge, perceived usefulness, actual usage, and attitude on intention to use MOOCs for academic purposes. The sample consisted of 190 postgraduate students. The analysis procedure made use of independent sample t-test and multiple regression analysis. The findings reveal a significant difference between users and non-users of MOOCs in their intentions to use MOOCs for academic purposes. It again indicated that all predictor variables significantly contribute to the prediction of intention to use MOOCs for academic purposes except how-to knowledge and actual usage. It also reveals that students’ intention to use MOOCs for academic purposes is raised by the perceived usefulness which reflects in their attitude. Awareness knowledge, in turn, incline the perceived usefulness of MOOCs to students signifying that a substantial amount of knowledge of MOOCs is a precursor to a higher level of intention to use.

The pattern of learning in recent years have been impacted by the rise of Massive Open Online Courses (MOOCs). The impact of MOOCs on the field of education have been investigated by many researches. MOOCs, since their inception have attracted a considerable amount of attention within higher education. This study therefore examines the extent of IIUM postgraduate students’ awareness knowledge of MOOCs, how-to knowledge of MOOCs, actual usage of MOOCs, perceived usefulness of MOOCs, attitude towards MOOCs and intention to use MOOCs for academic purposes. The research question concentrated on the extent of the students’ awareness knowledge, how-to knowledge, perceived usefulness, attitude, actual usage, and intention to use MOOCs for academic purposes. One hundred and ninety respondents were involved in this study. The analysis procedure made use of descriptive statistics to find the percentages, frequencies, mean and standard deviation of data. The findings reveal that majority of the respondents do not have awareness knowledge and how-to knowledge of MOOCs. It also shows very few respondents have actual usage of MOOCs. However, majority of the respondents have positive attitude towards MOOCs and majority of them show their intentions to use MOOCs for academic purposes. The study reveals a vital implication on how IIUM ought to scheme policies to increase adequate awareness of MOOCs and more importantly its usefulness to students.