MOOCS As A Method Of Distance Education In The Arab World – A Review Paper

Adham, Raniah Samir; Lundqvist, Karsten

doi:10.1515/eurodl-2015-0009

Cited by 34 publications

(34 citation statements)

References 7 publications

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“…In 2012, MOOCs had a major revolution in the Western world and in 2013, MOOCs started to appear in a few countries in the Middle East. They are continuing to progress into a more widespread form of educational technology (Adham & Lundqvist, 2015;Subbian, 2013;. MOOCs as online courses are free courses, offered to a large number of learners at once, and conducted via video lectures and online assignments and exams (Universities UK, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study

Adham

Parslow²,

Dimitriadi³

et al. 2018

IRRODL

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<p class="3">In Saudi Arabia, gender-segregation is a known issue within higher education that often deprives female tutors from providing online learning and Massive Open Online Courses (MOOCs). As well, students may not be getting the benefit of their experience and teaching. The purpose of this study is to develop an Avatar tool to represent a female tutor in a MOOC course with the aim of alleviating the issues of a gender-segregated society in online learning. This project will undertake and analyse a case study concerning the experience of females teaching a MOOC course on “Rwaq” the first Saudi Arabian platform, which was launched in September 2013. The literature on gender-segregation and education technology is reviewed. As an example, gender-segregated in higher education and online learning in Saudi Arabia, Virtual Learning Environments (VLE), Avatar technology in higher education, and finally the adoption of an Avatar tool in MOOCs platforms in SA are examined. One of the objectives of the study is to develop a social interaction environment with learners in online learning within MOOCs. The ultimate objective of this study is to examine if this Avatar tool could alleviate issues of gender-segregation for female lecturers in online learning courses within MOOCs in higher education in Saudi Arabia.</p>

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Section: Introductionmentioning

confidence: 99%

The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study

Adham

Parslow²,

Dimitriadi³

et al. 2018

IRRODL

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“…Establishment of independent Arabic‐language MOOC platforms Rwaq and MenaVersity (Adham & Lundqvist, )…”

Section: Resultsmentioning

confidence: 99%

“…The technical challenges of physical access to ICT and Internet connectivity in developing countries are common to many ICT4D initiatives and researchers have explored these challenges extensively through studies on the digital divide (e.g., van Dijk, ). Researchers have just begun to identify social challenges to access of MOOCs in developing countries and practical experiences point to concerns with cultural relevance of available courses, accreditation and societal acceptance of MOOCs as legitimate education, and linguistic diversity of course offerings (Adham & Lundqvist, ; Castillo et al, ; Che, Luo, Wang, & Meinel, ).…”

Section: Social and Technical Challenges To Mooc Accessmentioning

confidence: 99%

Exploring linguistic diversity of MOOCS: Implications for international development

Stratton

Grace

2016

Proc. Assoc. Info. Sci. Tech.

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Recent practical initiatives and academic research have signaled optimism for the use of Massive Open Online Courses (MOOCs) as an alternative model for education in the developing world. At the same time, anecdotal evidence and observation have pointed to a lack of courses offered in languages other than English as one potential challenge for global use of MOOCs. We present a first empirical attempt to characterize the linguistic diversity of MOOCs and understand the resulting implications for the use of MOOCs in international development. We find significant differences in quantities and types of MOOCs available in English and non-English languages. This finding indicates that MOOCs do not yet provide a broad array of educational opportunities for people without adequate English-language proficiency and therefore, MOOCs may have limited potential for use in international development outside English-speaking populations at present. In recognition of efforts to increase linguistic diversity of MOOC offerings, we review and describe two types of initiatives, those to translate existing MOOCs and those to create new MOOCs in non-English languages, initiatives we identify as scaling-up or scaling-down MOOCs respectively. To situate our findings in development discourse, we turn to Sen's capability approach (1999) to consider implications for the use of MOOCs in socioeconomic development. KeywordsMassive open online courses, MOOCs, information and communications technologies for development, ICT4D

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“…A language audit of MOOCs created between 2012 and 2015 estimated that 75% of MOOCs are produced in English; however, there is evidence of growing diversity (Stratton & Grace, 2016). MOOCs are now presented in Arabic (Adham & Lundqvist, 2015;Castillo et al, 2015), Chinese (Godwin-Jones, 2014;…”

Section: Participant Literaciesmentioning

confidence: 99%

MOOCs and OER in the Global South: Problems and Potential

King

Pegrum

Forsey

2018

IRRODL

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This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.

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MOOCS As A Method Of Distance Education In The Arab World – A Review Paper

Cited by 34 publications

References 7 publications

The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study

The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study

Exploring linguistic diversity of MOOCS: Implications for international development

MOOCs and OER in the Global South: Problems and Potential

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