Learning from the Adoption of MOOCs in Two International Branch Campuses in the UAE

Autor/inn/en	Annabi, Carrie Amani; Muller, Marlene
Titel	Learning from the Adoption of MOOCs in Two International Branch Campuses in the UAE
Quelle	In: Journal of Studies in International Education, 20 (2016) 3, S.260-281 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315315622023
Schlagwörter	Educational Technology; Technology Uses in Education; Distance Education; Large Group Instruction; Internet; Teacher Attitudes; Focus Groups; College Faculty; Foreign Countries; Educational Innovation; Qualitative Research; Teaching Methods; Content Analysis; Semi Structured Interviews; United Arab Emirates + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Fakultät; Ausland; Instructional innovation; Bildungsinnovation; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Vereinigte Arabische Emirate
Abstract	Massive open online courses (MOOCs) are free global courses, available on the Internet to unlimited numbers of learners. MOOCs have grown in popularity over the past 5 years and have been perceived as either a threat to traditional higher education (HE) or an innovation that augments learning. This research assesses 20 lecturers' perceptions of whether MOOCs are seen as innovative learning platforms within international branch campuses (IBCs) given that MOOCs offer virtual global education. Rogers' diffusion of innovation (DoI) theory suggested that successful diffusion originates from developed social systems; hence, the theory is used to explore MOOC adoption within the United Arab Emirates. This study was validated by a focus group of 10 lecturers. Results indicated that MOOCs were viewed as innovative; however, adoption among lecturers is low. This study contributes to research by questioning whether lecturers can address the national needs of technology-driven students within current internationalized HE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01