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

Raniah Adham,Karsten Øster Lundqvist,Yota Dimitriadi,Pat Parslow

doi:10.19173/irrodl.v19i1.3139

Raniah Adham, Karsten Øster Lundqvist + Show 2 more

Open Access

https://doi.org/10.19173/irrodl.v19i1.3139

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Abstract

<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>

Highlights

This paper is a continuation to the work the researchers have addressed in previous published proceedings (Adham, Lundqvit, & Parslow 2016)
As there are often limitations and issues surrounding online learning via Massive Open Online Courses (MOOCs) in gender-segregated societies, such as in Saudi Arabia, this study has aimed to develop a socio-interactive environment for communication, by adopting Avatar technology to represent female lecturers
The hypothesis is that the use of Avatar technology for MOOCs could increase the participation of female instructors and resolve the issues they may face in this regard

Summary

Introduction

This paper is a continuation to the work the researchers have addressed in previous published proceedings (Adham, Lundqvit, & Parslow 2016). 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; Liyanagunawardena, Adams, & Williams, 2013). The recent situation in the Middle East presents some challenges regarding the impact of eLearning on social and cultural factors in higher education (HE), and these could restrict the progress of education. The History and background of MOOCs. How to create a content of a MOOC course. How to create the visual course content. Interview with female lecturers teaching experience on Rwaq (as part of the study)

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