This study aimed to apply the meta-analysis methodology to systematically synthesize results of primary studies to discover the main significant factors influencing student acceptance of massive open online courses (MOOCs) for open distance learning (ODL). An abundance of studies on MOOCs exists, but there is a lack of meta-analysis research on student acceptance of MOOCs, which is a novel contribution of the current study. The meta-analysis methodology was applied to investigate effect sizes, statistical heterogeneity, and publication bias across 36 primary studies involving 14233 participating students. The study findings show satisfaction to be the main significant factor influencing student acceptance of MOOCs. The findings can enlighten stakeholders in the decision-making process of implementing MOOCs for ODL and advance technology acceptance models. Moreover, this study has the potential to theoretically contribute to technology acceptance research by situating the widely known technology acceptance models in the context of education.