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Learner engagement in a MOOC in the Arab world: A case study analysis using the community of inquiry framework
Massive Open Online Courses (MOOCs) have been offered by many institutions around the globe for the better part of a decade, and more recently in the Arab World. Learner engagement in MOOCs has also been researched in attempts to explain the varying degrees of engagement in these courses. This resea...
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| Format: | Thesis |
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AUC Knowledge Fountain
2018
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| _version_ | 1867613411804708864 |
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| access_status_str | Open Access |
| author | Aboulmagd, Nadine |
| author_browse | Aboulmagd, Nadine |
| author_facet | Aboulmagd, Nadine |
| author_sort | Aboulmagd, Nadine |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | Massive Open Online Courses (MOOCs) have been offered by many institutions around the globe for the better part of a decade, and more recently in the Arab World. Learner engagement in MOOCs has also been researched in attempts to explain the varying degrees of engagement in these courses. This research aimed to explore the factors that affect learner engagement using an Arabic MOOC about E-Marketing offered by Edraak, one of the leading MOOC providers in the region, as a case study. This study used a mixed methods approach to explore the significance of the relationship between a) learner engagement and multiple demographic and psychographic variables of learners, and b) learner engagement and the perception of learners about the Community of Inquiry (CoI) presences; teaching presence, social presence and cognitive presence. Additionally, the research included interviews with some of the learners who participated in the MOOC in order to better understand the factors they themselves attribute to their engagement or disengagement; aiming to also explore the relationship between their engagement levels and their motivations, intentions from enrolling in the MOOC and self-regulated learning strategies. This study used a Chi-square test to explore which variables and presences had statistically significant relationships with engagement, which was defined as the level of learner interaction with the course activities, namely watching the weekly videos and attempting to solve the weekly quizzes. The results of the Chi-square test as well as a thematic analysis of the interviews using the CoI model, theories of motivation, self-regulated learning and andragogy are presented. Results of Chi-square test indicated that there is in fact statistical significance between learner engagement and variables such as age group, goal from enrolling in the MOOC, knowledge about the MOOC subject, eligibility for receiving a course completion certificate, previous enrollment in MOOCs and self-motivation. There was no statistical significance observed between the level of learner engagement and their perceptions of the CoI presences. A discussion on the interpretation of this data, the study limitations as well as recommendations for future research is also presented. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-1688 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:43.583Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-1688 Learner engagement in a MOOC in the Arab world: A case study analysis using the community of inquiry framework Aboulmagd, Nadine Massive Open Online Courses (MOOCs) have been offered by many institutions around the globe for the better part of a decade, and more recently in the Arab World. Learner engagement in MOOCs has also been researched in attempts to explain the varying degrees of engagement in these courses. This research aimed to explore the factors that affect learner engagement using an Arabic MOOC about E-Marketing offered by Edraak, one of the leading MOOC providers in the region, as a case study. This study used a mixed methods approach to explore the significance of the relationship between a) learner engagement and multiple demographic and psychographic variables of learners, and b) learner engagement and the perception of learners about the Community of Inquiry (CoI) presences; teaching presence, social presence and cognitive presence. Additionally, the research included interviews with some of the learners who participated in the MOOC in order to better understand the factors they themselves attribute to their engagement or disengagement; aiming to also explore the relationship between their engagement levels and their motivations, intentions from enrolling in the MOOC and self-regulated learning strategies. This study used a Chi-square test to explore which variables and presences had statistically significant relationships with engagement, which was defined as the level of learner interaction with the course activities, namely watching the weekly videos and attempting to solve the weekly quizzes. The results of the Chi-square test as well as a thematic analysis of the interviews using the CoI model, theories of motivation, self-regulated learning and andragogy are presented. Results of Chi-square test indicated that there is in fact statistical significance between learner engagement and variables such as age group, goal from enrolling in the MOOC, knowledge about the MOOC subject, eligibility for receiving a course completion certificate, previous enrollment in MOOCs and self-motivation. There was no statistical significance observed between the level of learner engagement and their perceptions of the CoI presences. A discussion on the interpretation of this data, the study limitations as well as recommendations for future research is also presented. 2018-02-01T08:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/689 https://fount.aucegypt.edu/context/etds/article/1688/viewcontent/Final_20Thesis_20Submission_20Nadine_20Aboulmagd_20Bound_20Copy_20FINAL.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain MOOCs engagement types of MOOCs motivation adult learning self-regulated learning lifelong learning community of inquiry learning analytics MOOCs |
| spellingShingle | MOOCs engagement types of MOOCs motivation adult learning self-regulated learning lifelong learning community of inquiry learning analytics MOOCs Aboulmagd, Nadine Learner engagement in a MOOC in the Arab world: A case study analysis using the community of inquiry framework |
| title | Learner engagement in a MOOC in the Arab world: A case study analysis using the community of inquiry framework |
| title_full | Learner engagement in a MOOC in the Arab world: A case study analysis using the community of inquiry framework |
| title_fullStr | Learner engagement in a MOOC in the Arab world: A case study analysis using the community of inquiry framework |
| title_full_unstemmed | Learner engagement in a MOOC in the Arab world: A case study analysis using the community of inquiry framework |
| title_short | Learner engagement in a MOOC in the Arab world: A case study analysis using the community of inquiry framework |
| title_sort | learner engagement in a mooc in the arab world a case study analysis using the community of inquiry framework |
| topic | MOOCs engagement types of MOOCs motivation adult learning self-regulated learning lifelong learning community of inquiry learning analytics MOOCs |
| url | https://fount.aucegypt.edu/etds/689 https://fount.aucegypt.edu/context/etds/article/1688/viewcontent/Final_20Thesis_20Submission_20Nadine_20Aboulmagd_20Bound_20Copy_20FINAL.pdf |
| work_keys_str_mv | AT aboulmagdnadine learnerengagementinamoocinthearabworldacasestudyanalysisusingthecommunityofinquiryframework |