Exploring MOOC adoption among aspiring managers – a mediation analysis using the technology readiness and acceptance model (TRAM)

Purpose Massive open online courses (MOOCs) have emerged as innovative tools for aspiring managers, offering flexible learning opportunities for skill enhancement. This study aims to integrate learning goal orientation (LGO) with the technology readiness (TR) and acceptance model to explore MOOC adoption intentions and self-reported task performance. Design/methodology/approach Data from 410 postgraduate management students from India were analyzed using partial least squares–structural equation modeling to assess direct relationships and mediation effects. Findings Findings reveal that TR traits – specifically innovativeness and optimism – enhance perceived ease of use (PEOU) and perceived usefulness (PU), whereas insecurity and discomfort hinder them. LGO positively influences PEOU and task performance. Mediation analysis shows that PEOU and PU play significant parallel and serial mediating roles between LGO and adoption intentions, with the model explaining 54.4% of the variance in behavioral intention. Practical implications These findings offer actionable insights for MOOC providers: promoting ease of use and usefulness and addressing learner anxieties can enhance adoption and learning outcomes. Examining individual and technological factors that influence adoption and task performance, this study contributes to a deeper understanding of how learners engage with MOOCs and how providers can enhance MOOC effectiveness to improve user retention and impact. Originality/value The findings contribute to the MOOC adoption literature by demonstrating how individual traits and technology characteristics influence adoption intention and self-reported task performance. Notably the study examines the parallel and serial mediation influences in addition to the direct effects.