This study investigated the potential impact of Internet connection quality and device compatibility on learners' adoption of Massive Open Online Courses (MOOCs) by employing the Technology Acceptance Model as a framework. A descriptive cross-sectional research design was applied to data collected from 1,587 learners, followed by a two-way multivariate analysis of variance. The results showed that the Internet connection quality and device compatibility factors affected learners' acceptance of MOOCs when the factors were tested together (p = 0.004), or separately (p < 0.001). Moreover, Internet connection quality and device compatibility factors affected learners' perceived usefulness (p < 0.001), ease of use (p = 0.008), and their intention towards continued use of MOOCs (p = 0.006). This study provided significant evidence for the need to consider learners with low Internet connectivity and device compatibility when designing MOOCs. It thereby implies that designers of MOOCs should develop alternative learning modalities to accommodate individuals with limited Internet connectivity. This approach aims to not only augment the initial adoption of MOOCs but also ensure their long-term viability and endurance. Specifically, the study recommends the creation of low-bandwidth versions of MOOCs, and the implementation of offline viewing options to mitigate bandwidth constraints and enhance learners' receptiveness to them. This strategic approach, in turn, is anticipated to facilitate the wider diffusion and sustainability of MOOCs.