Educational technology is the effective utilization of technological resources in the teaching-learning process. It refers to a wide array of tools, media, computers and networking hardware, as well as taking into account underlying theoretical perspectives for their effective application (Educational technology, 2005). Today, online education has evolved to such a degree that as a method of educating and as a platform for global branding, it bears little resemblance to what it was merely a few years ago. Changing trends in educational technology are thus the driving force behind many of the educational strategies institutions now introduce. These include new delivery methods, increased access to courses (e.g., MOOCs), and different ways of employing technology in teaching (such as “flipped classroom” teaching, “gamified” courses, and employing adaptive learning) (Hanover Research, 2014).  Further,  within the dynamic context and ambiguous nature of e-learning, MOOCs (Massive Open Online Courses), the newest form of (potentially) automated instruction has arisen (Cole & Ph, 2015).  MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes (Orn, 2012); automated assessment and/or peer and self–assessment and an online forum for peer support and discussion (Suen & Pursel, 2014). In order for online or blended delivery of instruction to be successful, effective student engagement must be present (Gradel & Edson, 2011). Student/content interaction refers to student engagement with course resources (Murray et al., 2012). Moore (1989) defined student/content interaction to be “the process of intellectually interacting with the content that results in changes in the learner’s understanding, the learner’s perspective, or the cognitive structures of the learner’s mind” (p. 2). To Moore, student/content interaction defines education, for without it, education cannot occur. Added to it, both online and blended formats rely heavily on learner-based, cognitive learning styles where content is highly intertwined with collaborative learning (Murray et al., 2012). At the same time, Equivalency Theorem (Anderson, 2003) suggests that, “deep and meaningful” learning is possible as long as one of the main forms of interaction is at a high level: student-teacher; student-student; student-content. If this is the case, then we can infer that, if student-content interactions are at high level then learner acceptance of that content accessed could also be at high level. However, this need justification as the goal of technology acceptance research is to understand what technology acceptance factors influence the behavioral outcome of an individual’s choice to use (or not use) the technology, and focuses largely on the decision to adopt a technology for subsequent usage (Buche, Davis, & Vician, 2012). Despite ongoing discussions over using MOOCs in higher education, debates and critiques of MOOC as pointed by Cole & Ph (2015),   it is inevitable to pay attention to students’ perception, attitude and acceptance toward MOOCs. It is therefore unclear how familiar college students are with the MOOC concept and how they view MOOCs as a source of learning (Cole & Ph, 2015). Therefore, it is in this interest of the study an attempt has been made to find factors affecting learners’ acceptancy towards using MOOCS in the six Universities in Malaysia that had introduced MOOCs in their pedagogy using the technology acceptance model (UTAUT 2 Model).