The  Reality of Implementing the Massive Open Online Courses Model in Iraqi Higher Education: A Descriptive Study

Huda Abbas Kanber; Khalid Jamal Jassim

doi:10.57092/ijetz.v5i3.797

Authors

Huda Abbas Kanber University of Baghdad https://orcid.org/0000-0002-6118-1613
Khalid Jamal Jassim University of Baghdad https://orcid.org/0000-0002-6218-8032

DOI:

https://doi.org/10.57092/ijetz.v5i3.797

Keywords:

Massive Open Online Courses, Higher education, Quality standards, Digital transformation, Iraq

Abstract

The integration of Massive Open Online Courses (MOOCs) into higher education requires robust quality standards and institutional support. This study evaluates the implementation of MOOC quality standards in Iraqi higher education using an integrated framework based on the Quality Matters model and the Quality Reference Framework. A descriptive-analytical design was employed. The study population consisted of 750 faculty members from public and private Iraqi universities, from which a random sample of 100 faculty members was selected, representing approximately 13.33% of the total population. The instrument demonstrated 100% expert agreement in the validity assessment and reliability coefficients ranging from 0.801 to 0.891. Only 21% of respondents were familiar with MOOCs, indicating limited awareness. Overall implementation of quality standards was moderate, with academic design scoring highest (M = 3.746), followed by assessment (M = 3.730) and interaction (M = 3.630). Infrastructure and technical support scored lowest (M = 3.490), particularly feedback (M = 3.280) and training (M = 3.440). These findings highlight gaps in faculty awareness and institutional support, underscoring the need to strengthen digital competencies, improve technical and pedagogical support, and embed evidence-based MOOC quality standards in higher education policy and institutional development.

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