Technological Convergence in Massive Open Online Courses (MOOCs) In Saudi Arabia: A Mixed-Method Study

Abstract

This paper reports a sequential mixed-method study on the perspectives' of teachers regarding the employment of technological convergence in Massive Open Online Courses (MOOCs). In particular, the study examined the reality of teachers' use of technological convergence in MOOC courses in Saudi Arabia, and the challenges and obstacles that may hinder them to employ technological convergence in MOOCs. 138 eligible teachers (57 male  and 81 female) participated in the questionnaire, among which 7 (3 male and 4 female) were also selected for individual, semi-structured interviews afterwards. The results showed that teachers were somewhat inclined towards employing technological convergence in courses delivered through MOOCs. The study concluded with several recommendations for leveraging the diversity of technology in the current era and creating a more engaging and stimulating learning environment for students. In addition, the study discussed several challenges and how stakeholders in educational institutions and decision-makers can address them. Although many of these challenges can be easily overcome on MOOC platforms because these courses are delivered remotely, there are some restrictions, regulations, and incentives for teachers that should be reconsidered to further expand the use of technological convergence in MOOCs.