Massive open online courses (MOOCs) are free global courses, available on the Internet to unlimited numbers of learners. MOOCs have grown in popularity over the past 5 years and have been perceived as either a threat to traditional higher education (HE) or an innovation that augments learning. This research assesses 20 lecturers' perceptions of whether MOOCs are seen as innovative learning platforms within international branch campuses (IBCs) given that MOOCs offer virtual global education. Rogers' diffusion of innovation (DoI) theory suggested that successful diffusion originates from developed social systems; hence, the theory is used to explore MOOC adoption within the United Arab Emirates. This study was validated by a focus group of 10 lecturers. Results indicated that MOOCs were viewed as innovative; however, adoption among lecturers is low. This study contributes to research by questioning whether lecturers can address the national needs of technology-driven students within current internationalized HE.