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

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 de...

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Autores principales:	Raniah Adham, Pat Parslow, Yota Dimitriadi, Karsten Øster Lundqvist
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	online learning MOOCs Avatar Rwaq Saudi Arabia Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/63c4864876bc4819a702d5a98ff54945
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spelling	oai:doaj.org-article:63c4864876bc4819a702d5a98ff549452021-12-02T19:25:20ZThe Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study10.19173/irrodl.v19i1.31391492-3831https://doaj.org/article/63c4864876bc4819a702d5a98ff549452018-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3139https://doaj.org/toc/1492-3831In 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. Raniah AdhamPat ParslowYota DimitriadiKarsten Øster LundqvistAthabasca University Pressarticleonline learningMOOCsAvatarRwaqSaudi ArabiaSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning MOOCs Avatar Rwaq Saudi Arabia Special aspects of education LC8-6691
spellingShingle	online learning MOOCs Avatar Rwaq Saudi Arabia Special aspects of education LC8-6691 Raniah Adham Pat Parslow Yota Dimitriadi Karsten Øster Lundqvist The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study
description	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.
format	article
author	Raniah Adham Pat Parslow Yota Dimitriadi Karsten Øster Lundqvist
author_facet	Raniah Adham Pat Parslow Yota Dimitriadi Karsten Øster Lundqvist
author_sort	Raniah Adham
title	The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study
title_short	The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study
title_full	The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study
title_fullStr	The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study
title_full_unstemmed	The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study
title_sort	use of avatars in gender segregated online learning within moocs in saudi arabia - a rwaq case study
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/63c4864876bc4819a702d5a98ff54945
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The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study

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