Role of Prior Experience with Online Teaching and Learning in the Prediction of MOOC Readiness

Authors

DOI:

https://doi.org/10.56059/jl4d.v12i1.1247

Keywords:

Faculty members, MOOC experience, MOOC readiness, Oman higher education, personal factors, Online Teaching and Learning

Abstract

Massive open online courses (MOOCs) are online educational courses that provide learning opportunities without geographical, temporal, or enrollment limitations. However, the adoption of MOOCs in Omani higher education is still in its early stages. Therefore, this study aims to assess how attitudes, self-efficacy, experience with online teaching, administrative and colleague support predict MOOC readiness, and determine the extent of varied instructor attitudes and experience regarding MOOC readiness and self-efficacy. A survey of 130 respondents concluded that attitude and experience with online teaching predicted only 34.5% MOOC readiness, and other factors such as self-efficacy, administrative support, and colleague support were found not to influence readiness. Additionally, those with MOOC learning experience showed significantly higher readiness, and better attitude and self-efficacy. Faculty members with experience designing MOOCs had higher self-efficacy in their abilities, while their readiness and attitude were similar to those without this experience. Hence, these findings indicate a need for further professional development programmes and more exposure to MOOCs as a student to further spur the Omani MOOCs movement.

Author Biographies

Hilal Salim Marhoon Al-Mamari , Directorate General of Education in North Al Batinah Governorate, Ministry of Education, Sultanate of Oman

Hilal Salim Marhoon Al-Mamari is a researcher specialising in e-learning technology at the Ministry of Education in the Sultanate of Oman. His research primarily examines the development of faculty members through the integration of advanced educational technologies. This includes exploring the effectiveness and accessibility of massive open online courses (MOOCs) and evaluating the preparedness of educators to utilise these innovative learning platforms. By focusing on these areas, Al-Mamari aims to enhance the quality of teaching and learning in Oman’s educational landscape. Email: hilal.almamri@moe.om (https://orcid.org/0009-0007-7744-3909)

Jeya Amantha Kumar, Universiti Sains Malaysia

Jeya Amantha Kumar is a research associate at Michigan State University with a PhD in Educational Technology from Universiti Sains Malaysia. Her research focuses on student engagement, multimedia learning, MOOCs, microcredentials, and AI-driven tools such as educational chatbots and human-computer interaction. Email: jeya.amantha@gmail.com (https://orcid.org/0000-0002-6920-0348)

 

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Published

2025-03-24

How to Cite

Al-Mamari , H. S. M., & Kumar, J. A. (2025). Role of Prior Experience with Online Teaching and Learning in the Prediction of MOOC Readiness. Journal of Learning for Development, 12(1), 220–231. https://doi.org/10.56059/jl4d.v12i1.1247

Issue

Vol. 12 No. 1 (2025): ISSUE 1

Section

Case Studies

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Copyright (c) 2025 Hilal Salim Marhoon Al-Mamari , Jeya Amantha Kumar

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Received 2023-11-04
Accepted 2025-03-06
Published 2025-03-24