Egyptian Instructors and Massive Open Online Courses: An Attitudinal Intentional Study

Mohammad Awad Al-Dawoody Abdulaal

doi:10.3991/ijet.v16i07.17747

Abstract

Abstract — This study aims at investigating the Egyptian instructors’ attitude and behavioral intention to use and develop massive open online courses (MOOCs) (i.e. asynchronous, open-access, web-based courses geared toward enrolling hundreds of learners at a time). The study sample consists of 235 Egyptian university instructors belonging to nine Egyptian universities: Cairo, Ain Shams, Port Said, Suez, Mansoura, Helwan, South Valley, Damietta, and Zagazig universities. The data collected were analyzed within the framework of the Technology Acceptance Model (TAM) stating that there are three factors that influence the users’ decision about why, when and how they use modern technology: (1) perceived usefulness (PU), (2) perceived ease – of – use (PEOU), and (3) external variables. The results showed that the Egyptian instructors displayed strong positive attitude towards MOOCs (M = 5.56 and SD = 66%). Furthermore, the results showed that the participants have strong behavioral intention to use MOOCs (M = 4.99 and SD = 0.70) and strong behavioral intention to develop them (M= 5.91 and SD= 0.53). The results also displayed a moderate correlation between the participants’ attitude and behavioral intention to develop MOOCs (R = 0.474)

Highlights

Six of the twenty-three shifts proclaimed in the Egyptian Education Strategic Blueprint from 2019 to 2030 concentrate on technology-enhanced renewal in making the educational process more attainable and supporting lifelong continuous learning [1, 3, 5]
These results disclose that Egyptian university instructors form positive attitudes towards massive open online courses (MOOCs) inside and outside classes
The results showed that that there is a strong positive correlation between the Egyptian instructors’ attitude towards MOOCs and their behavioral intention to use them, as R=0.719 and P =

Summary

Introduction

Six of the twenty-three shifts proclaimed in the Egyptian Education Strategic Blueprint from 2019 to 2030 concentrate on technology-enhanced renewal in making the educational process more attainable and supporting lifelong continuous learning [1, 3, 5]. One of the basic and substantial strategies for these transformations is via promoting universities to reinforce Massive Open Online Courses, usually abbreviated as MOOCs. Within the framework of the immense development in open educational resources, both virtual technology-enabled teaching, learning platforms and MOOCs are viewed as modern trends in learning. MOOCs refer to a number of courses given via an online platform to masses of learners by government institutions or independent individuals, usually with and often without charges, depending on the kind of the provider, and in iJET ‒ Vol 16, No 07, 2021. The Egyptian university academics should make full use of the groups of MOOCs to ameliorate their teaching and learning strategies and endeavors [3,4,5]

Objectives

Methods

Results

Discussion

Conclusion