This study aims to investigate the factors influencing postgraduate students toward using Massive Open Online Courses (MOOCs) for advanced learning. A research model is proposed to examine the use of learning techniques during times of risk and whether MOOCs can facilitate lifelong learning outside of the classroom. The model includes four constructs: perceived usefulness, perceived benefit, perceived ease of use, and perceived risk, to measure the usage behavior of postgraduate students in utilizing MOOCs as a learning tool. By exploring the predictors of utilizing MOOCs among postgraduate students’, this study is expected to enrich the literature in the open education and personalized learning areas. In addition, the proposed model will provide insights into how MOOCs can support postgraduate students in their learning endeavors.