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This study aims to investigate the evaluation determinants of online knowledge adoption. Knowledge transfer in online context has been debated by many researchers but mainly addressed the knowledge sharing aspect. Knowledge recipient, however, is also a critical role in knowledge transfer. Thus, dual process theory is rooted as the theoretical foundation to investigate the persuasiveness of knowledge from virtual communities. A theoretical model of knowledge adoption suggests argument quality and source credibility would be moderated by the knowledge seekers’ learning orientation. The results of this study will be helpful to understanding the individuals how to evaluate and learn online knowledge. Furthermore, the moderator’s effect of the learning orientation may indicate how the personal learning characteristic affects the online learning behavior.