Massive Open Online Courses (MOOCs) in recent times have become popular among Malaysian Universities. At the time of starting this research in 2016, MOOCs adoption in Malaysia was developing in tandem with several important national plans, e.g. the upcoming 11th Malaysia Plan (2016-2020), the National Economic Mode, Economic Transformation Programme and the anticipated Malaysian Education Blueprint for Higher Education the last of which has specifically addressed MOOCs in its preliminary discussion document. Further, online learning, as an essential component of the delivery mechanism in MOOCs, is also addressed in the soon-to-be-released Blueprint (Fadzil, Abdol, Tengku, & Munira, 2016). Therefore, what seems to be a challenge for pedagogical experts is to find if MOOCs has turned online learning paradigm in Higher Education Institution (HEI) to the next level as this needs a counter support from student acceptance of MOOCs. This article discusses the theoretical framework and its implication based on a larger study which is currently ongoing at Taylors University, Malaysia, which is expected to be completed in December 2016.