conference presentation
TRANSCRIPT
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The Use of Avatars in Gender Segregated Online Learning within MOOCs in Saudi Arabia
Raniah Samir Adham [[email protected]],Karsten Oster Lundqvist [[email protected]],
Pat Parslow [[email protected]],
School of Systems Engineering, University of Reading,
United Kingdom
28-29/April/2016
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Abstract Significance of the study Literature review Research questions Methodology Initial Case study Future work (Main Case study) Conclusion References
Paper Outline
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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 & online learning in Saudi Arabia, Virtual Learning Environments, Avatar technology in HE and finally the adoption of Avatar tool in MOOCs platform in Saudi Arabia are examined.
One of the objectives of the study is to develop a social interaction environment
with learners in online learning within MOOCs and 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.
Abstract
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Due to cultural, social and religious restrictions e.g. gender-based segregation in SA; teaching and learning opportunities for females are limited.
The majority of female academics don’t accept appearing physically in online courses within MOOCs.
The researcher will develop and evaluate an Avatar tool on MOOC course and examine if this could alleviate gender-segregated issues.
Significance of the Study
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Massive Open Online Course (MOOC):
MOOCs
MOOCMassive: number of students and
activities on such courses
Open: software is open source;
sources of information &
registration is open
Online Course: anyone can
access if they have an Internet
connection
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Female-Segregated Education in SA
*In Saudi Arabia, the obligatory gender-segregation by religious, social and cultural traditions has heavily impacted on the achievement of women in the Higher Education institutions, therefore we explore online learning as a way to remove such barriers.
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The Avatar Technology
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SWOT Analysis
Adopting the Avatar technology in Saudi Arabian MOOCs
Strengths
1. Interactive videos2. Freedom of expression to females3. Better and free communication with
males4. Enhance students’ motivation5. Wider cognitive presence
Weaknesses
1. Technical problems2. Academic skills 3. Not effective with educational
experience4. Administrative challenges5. Not common in SA as education tool
Opportunities
1. New trends which makes online learning easier and enjoyable
2. Dissolve cultural and social boundaries3. Better social interaction4. Lowering social anxiety for females5. Remove gender boundaries In Saudi
Arabia
Threats
1. Students might become uncomfortable dealing with Avatars
2. Willingness of female academics to be an avatar or even to use it
3. Lack of incentive for the students4. Lack of management or IT support5. Not useful learning tool
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1- What is the impact of gender-segregation on female lecturers practicing online teaching in the Saudi Arabian HE?
2- How do female lecturers cope with the issues in online learning in HE? 3- How can the role of Avatars enhance learners’ and teachers’ motivation in online learning and MOOCs in Saudi Arabian HE?
Research Questions
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Methodology The research adopted a mixed-methods approach to provide appropriate answers to
all posed questions, and to draw on the strengths and minimise the weaknesses of the research.
This research is an exploratory case study, it focuses on adopting a new Avatar tool in MOOCs and was chosen to aid the exploration of Avatar by female tutors in teaching and learning, in order to alleviate social and cultural issues in Saudi Arabian HE.
We explore two case studies, the initial case study consists of semi-structured interviews with 4 female academics who were teaching courses on the ‘Rwaq’ MOOC platform.
The main case study is a course on the ‘Rwaq’ platform which will be developed using the Avatar tool that could allow female tutors to interact socially with learners in MOOCs.
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The collected data were analysed from the 4 interviews into themes in relation to the responses given by the participants. Overall, there were 4 teachers who were given codes e.g. Teacher one T1, Teacher two T2 etc. The following table provides some of the themes:
Initial Study:
Themes Sub-themes Interview Questions
1-Decision of face appearance
- 1- As a cultural or religious issue I Saudi, do you decide to show your face in online course? Why?
2- Impact of Avatar on teachers
Impact of Avatar on students
2- To what extent do you think replacing the real teacher with the Avatar will give benefits for female teachers and students?
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Before starting with the MOOC course, I asked one question (Yes or No) survey to a number of female academics at KAAU in Jeddah, SA.
To get their opinion on teaching a MOOC course (whether they have no problem to leave their face uncovered or they are reluctant?).
The Result: 67 responses
Initial Study:
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A simple course implementing the Avatar technology on ‘Rwaq’ platform will be developed over a four week period using ‘Go-animate’ software.
The aim is to discover the experiences of female lecturers towards the Avatar technology as a new teaching method in MOOCs.
To measure to what extent the cultural and social issues of gender-segregated online learning of Saudi Arabian learners can be alleviated.
At the end of the course, an electronic survey using ‘Google forms’ will be sent by the instructor (the researcher) to participants, both male and female.
Future Work (Main Case Study):
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As there are often limitations and issues of gender-segregation society in Saudi Arabian online learning and MOOCs, this study aims to develop a socio-interactive communication environment; adopting Avatar technology to represent female lecturers by enhancing their presence, as well as encouraging interaction with both male and female learners.
The hypothesis is that the use of the Avatar technology on MOOCs would increase female instructors’ participation and resolve the issues that they could face in this regard.
Conclusion
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