While MOOC are recognized nowadays as a potential format for professional development and lifelong
learning, there is very little research conducted on the factors that influence MOOC participation of professionals and
unemployed in MOOCs. Based on an earlier developed framework we have conducted a study focusing on influence
of the background variables digital competence, age, gender and educational level on MOOC participation.
Occupational setting has been used as a moderator for the analysis of the impact of digital skills. Results of the study
show that MOOCs are an important instrument for unemployed and that they are more likely to enroll in MOOCs
than occupied learners. Results of the regression analysis show that the level of digital competence is an important
predictor for enrolment in MOOCs and that specifically interaction skills are the most important factor for
participating in the MOOC context.