%0 Journal Article %T Factors Affecting MOOCs¡¯ Adoption in the Arab World: Exploring Learners¡¯ Perceptions on £¿MOOCs¡¯ Drivers and Barriers | Abdel-Maksoud | International Education Studies | CCSE %J International Education Studies %@ 1913-9039 %D 2019 %R 10.5539/ies.v12n11p164 %X Despite the potentials promised by MOOCs to democratize education, the adoption rate of MOOCs is still low in certain parts of the world, including the Arab region. Research on MOOCs¡¯ adoption in the Arab region is also limited. To fill this research gap, this quantitative study aims to explore Arab learners¡¯ £¿perceptions on the influential drivers and barriers of MOOCs¡¯ usage. Participants of the study were 821 learners, all from Arabic-speaking countries, who were registered in at least one MOOC offered by one of the biggest Arabic MOOC platforms, Rwaq, during the £¿year 2019. Data were collected using a web-based survey. Results indicated that participants were overall satisfied £¿with their MOOC experience. The main reasons behind their enrolling in MOOCs were: they wanted to learn new things; they thought MOOCs were interesting; they needed credentials for their CVs. The main benefits they cited for participating in MOOCs were: the material learned through MOOCs was £¿valuable to me, £¿ the MOOCs¡¯ structure and learning activities were flexible and supported my learning, Participating in MOOCs £¿developed my technological competency£¿.£¿ The main MOOC barriers were: problems accessing MOOCs materials due to unreliable internet connection, not having enough time to £¿complete all required £¿tasks and assignments, lacking the proficiency to use different tools in MOOCs£¿, and the instructor was not there to help. Other findings of the study: gender, age, academic levels were not correlated with learners¡¯ satisfaction with MOOCs. On the other hand number of MOOCs previously completed was significantly related to learners¡¯ satisfaction in MOOCs %U http://www.ccsenet.org/journal/index.php/ies/article/view/0/41136