Sri Sediyaningsih, Uwes Anis Chaeruman, Kasiyah Junus, Dina Fitria Murad, Luluk Asmawati
Introduction – Massive Open Online Courses have expanded access to higher education, yet persistent challenges related to learner engagement and interaction continue to limit their educational effectiveness. This study investigates lecturer readiness to facilitate Massive Open Online Courses by conceptualizing readiness as a form of interactive communication competence. Method – Adopting a convergent parallel mixed-methods design, the study draws on survey data and open-ended responses from 124 university lecturers in Indonesia. Results – The quantitative results indicate that lecturer readiness comprises multiple interrelated dimensions, with pedagogical, social, and communication-related competencies emerging as more salient than technical competence alone. Cluster analysis further reveals distinct readiness profiles, demonstrating substantial variation in lecturers’ capacity to facilitate interaction at scale, while experience-based analyses show that prior engagement with Massive Open Online Courses is associated with higher pedagogical and social readiness. Qualitative findings complement these patterns by showing that lecturers perceive online collaborative learning as beneficial for learning quality and flexibility, alongside constraints related to participation, facilitation workload, and institutional support. Discussion – Overall, the findings suggest that effective facilitation in Massive Open Online Courses is fundamentally communication-centered, underscoring the importance of interactive communication competence in shaping lecturer readiness for large-scale online learning. © 2026 Sediyaningsih, Chaeruman, Junus, Murad and Asmawati.
Universitas Terbuka, Tangerang Selatan, Indonesia; Universitas Negeri Jakarta, East Jakarta, Indonesia; Universitas Indonesia, Depok, Indonesia; Universitas Bina Nusantara, Jakarta, Indonesia; Universitas Sultan Ageng Tirtayasa, Serang, Indonesia
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