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The present study does have a great contribution to Vietnamese higher education institutions that adopted blended learning using Coursera MOOCs, especially blending the courses with offline mentors in brick-and-mortar classrooms. In the current study, the perceived value of constructs of the extended UTAUT2 model with additional variables of language competence and teacher influence was used to examine undergraduate students' MOOC adoption at a private Vietnamese higher education institution. This study was conducted via an online survey with 322 students who participated in at least one Coursera MOOC. The quantitative instrument consisting of a 36 items questionnaire was adapted from the UTAUT2 model Venkatesh (2003) and Venkatesh(2012); Barak et al., (2016), and Sebastianelli et al., (2015). The findings revealed that there was a correlation between performance expectancy, effort expectation, social influence, facilitating condition, hedonic motivation, price value, habit, language competence, teacher influence, and students' behavioral intention for continued use of MOOCs. More importantly, while social influence, hedonic motivation, price value, and habits had a strong impact on MOOC adoption, the variables of performance expectancy, facilitating condition, language competency, and teacher influence unexpectedly did not have any effects on the behavioral intention of undergraduate students towards MOOC adoption. Interestingly, effort expectation had an inverse impact on students' adoption of MOOCs. From the findings, implications and future suggestions of the research have been presented. [For the full proceedings, see ED654100.]

The outbreak of the COVID-19 pandemic along with the gradually changing educational trends facilitate the transformation from traditional learning methods to digital learning methods. Besides, student satisfaction is vital in remote education course evaluations because it is associated with the quality of online programs. Recently, the EduNext platform has been created based on Vygotsky's social constructivism (1978),which intends to provide an educational technology for socially constructive learning. The authors tested the correlation between undergraduate students' satisfaction and perceived usefulness, perceived ease of use, and factors related to cognitive presence. The participants included 186 students participating in at least a course on EduNext at a private university in Viet Nam. The instrument employed in the quantitative phase was 22 items from Technology Acceptance Model (TAM) (Davis, 1989), cognitive presence items (Garrison et al., 2010; Shea & Bidjerano, 2008; Swan et al., 2008), and student satisfaction (Ejubovic & Puška, 2019). The qualitative phase used semi-structured interviews with 10 students individually to analyze and provide characteristics of the EduNext. The findings revealed that there is a correlation between student satisfaction and perceived usefulness, resolution, and triggering events. The study provides implications for students and curriculum developers. Specifically, students can express their opinions and curriculum developers can review the ideas and improve the platform better. [For the full proceedings, see ED654100.]