Project Proposal: Massive Open Online Courses in the Arab World:

Problem statement
Limitation of MOOCs in the Arab world despite the availability of some MOOC platforms that offer courses in Arabic and despite the existence of a great access to internet in this part of the world.

Solution approach
First I would like to explore the benefits and advantages that some MOOCS leading websites and platforms like Khan Academy and others are introducing to students in the developed and developing world and how they are enhancing learning among many of these students, and whether they can be viewed as tools of empowerment.
è This would include some literature review and reading of relevant case studies and papers that examine the pros and cons of MOOCs especially in the developing world. (8-10 hours)

Then I would like to pay more attention to some emerging MOOCs initiatives in the Arab world and how widespread these initiatives are by looking at the current registration and participation rates of Arab individuals to these platforms, and what are the goals and objectives for which they are being used for. I intend to focus on the limitations and challenges that impede these platforms from being used widely and accessed by more people in the Arab world, especially the youth.
è This would include some research on existing MOOCs in the Arab world, notably Edraak. I will also try to interview the founding manager of the Eraak platform and understand more deeply the topic of online learning in the Arab world. (8-10 hours)

Finally, I will try to tackle some of these challenges and issues by including in a project proposal a set of suggestions that will make these platforms more accessible, interactive and popular in the Arab world. I will focus on the design aspect and content relevance of these platforms. (5-8 hours)

Preliminary literature review
This article offers a detailed review on the achievements, pitfalls and challenges generated by MOOCS so far and the expectations on the role of MOOCS in education on the next five years. The research also attempts to identify the goals for MOOC initiatives by different institutions.
This article presents a pedagogical assessment of four different MOOCs offered by different institutes. The author then attempts to identify some good pedagogical practices in MOOCs and suggests some areas for improvement.

Set of expected outcomes:
Since MOOCs are still grassroots projects especially in the Arab world, there is a lot of work that needs to be done to ensure that they accessible and being used by many students and young people.

An initial bibliography:
Hollands, F. M. (2014). MOOCs: expectations and reality.

Bali, M. (2014). MOOC Pedagogy: Gleaning Good Practice from Existing MOOCs. Journal of Online Teaching and Learning (JOLT).