Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University.
Alsulami, Sami G
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Educational institutions in Saudi Arabia, in response to royal decree, have been increasing their technology usage. One such institution, King Abdulaziz University, currently faces the challenges associated with shifting to a primarily-online instructional mode, with Massively Open Online Courses (MOOCs) at the forefront. The transition constitutes not just an instructional one, but one with extensive sociocultural implications; it warrants careful examination. The present study carried out this examination by presenting two sample populations—one consisting of 211 current online students and another consisting of 82 educational leaders/policymakers—with surveys designed to assess their perceptions of their online education experiences in terms of educational quality and economic efficiency. The survey instruments also contained questions designed to ascertain the extent to which the participants’ experiences constituted precursors of Trasformative Learning. Analysis of survey results demonstrated widespread agreement about the educational effectiveness and economic efficiency of the online education system, with some dissent connected to instructor feedback. Results also reflected general agreement about the congruence between online educational experiences and Transformative Learning precursors.