Trends in MOOC research performed using technology frameworks: a systematic literature review of (2010–2022)

The massive surge of research studies conducted on MOOCs is a testament to the significance that MOOCs hold within the higher education and upskilling sector. Among the various technological models employed to understand e-learning consumer behaviour, the unified theory of acceptance and use of technology (UTAUT) has successfully shaped the landscape of future research studies. Furthermore, researchers have adapted and extended UTAUT into its enhanced version, UTAUT2, to assess MOOC user behaviour more effectively across four key aspects: adoption, continuance, experience and engagement. This paper explores various aspects of MOOC research by addressing five crucial research questions. By conducting a comprehensive literature review and analysing data, we gain valuable insights into the most investigated themes, extensions of UTAUT-1&2, geographical distribution, research methodologies, and citation trends in MOOC research. These findings serve as a guide for future researchers, shedding light on research gaps, emerging trends, and pathways to advance knowledge in the field. Additionally, it draws attention to under-researched factors such as course quality, content quality, gamification, affiliation, course duration, and educator (instructor) quality, which have the potential to further enhance the effectiveness of the technology framework in explaining MOOC user behaviour.