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The present study aims to investigate the drivers and barriers faced by adopters and non-adopters of MOOCs, and examine how these factors influence the intention of MOOC adoption.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>A survey questionnaire was developed to measure how the identified factors may impact adopters and non-adopters' intention of using MOOCs. Through both offline and online channels, 1018 valid questionnaires were collected in China. Multiple regression analysis was applied to test the influential factors for adopters and non-adopters of MOOCs.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>This study found that the drivers (i.e. perceived usefulness, performance-to-cost value, and self-regulation) have similar effects on both adopters and non-adopters on intention to adopt MOOCs. What differs between the two groups are the barriers to MOOC adoption. While adopters considered educational tradition and peers' impact as major barriers, non-adopters regarded lack of publicity and relevant information to be an obstacle. In addition, both adopters and non-adopters were hindered by the lack of accessibility and instructions.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title><jats:p>As all the participants of this study were from one country in Asia, the findings may not be applicable to explain the situation of MOOC adoption in other countries with different social and cultural context.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>In addition to the perceptions of adopters, this study also reveals the perceptions of non-adopters of MOOCs, which has seldom been investigated. In addition, this study focuses on the context of economically disadvantaged regions which have been neglected in previous studies of MOOC adoption.<\/jats:p><\/jats:sec>","DOI":"10.1108\/oir-06-2019-0203","type":"journal-article","created":{"date-parts":[[2020,2,25]],"date-time":"2020-02-25T07:33:45Z","timestamp":1582616025000},"page":"671-684","source":"Crossref","is-referenced-by-count":40,"title":["Drivers and barriers to MOOC adoption: perspectives from adopters and non-adopters"],"prefix":"10.1108","volume":"44","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2285-5347","authenticated-orcid":false,"given":"Long","family":"Ma","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Chei Sian","family":"Lee","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","reference":[{"key":"key2020061010572080000_ref001","volume-title":"The Language Of Moocs","year":"2019"},{"key":"key2020061010572080000_ref002","doi-asserted-by":"crossref","first-page":"28","DOI":"10.1016\/j.compedu.2014.08.006","article-title":"Understanding the MOOCs continuance: the role of openness and reputation","volume":"80","year":"2015","journal-title":"Computers & Education"},{"key":"key2020061010572080000_ref003","doi-asserted-by":"crossref","first-page":"39","DOI":"10.1016\/j.im.2018.06.003","article-title":"Gamification: a key determinant of massive open online course (MOOC) success","volume":"56","year":"2019","journal-title":"Information & Management"},{"key":"key2020061010572080000_ref004","doi-asserted-by":"crossref","first-page":"49","DOI":"10.1016\/j.compedu.2015.11.010","article-title":"Motivation to learn in massive open online courses: examining aspects of language and social engagement","volume":"94","year":"2016","journal-title":"Computers & Education"},{"key":"key2020061010572080000_ref005","doi-asserted-by":"crossref","unstructured":"Barnard, L., Lan, W.Y., To, Y.M., Paton, V.O. and Lai, S.L. 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