Case study: Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa

Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster coll...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Haipinge Erkkie, Ngepathimo Kadhila
Formato: article
Lenguaje:EN
Publicado: Commonwealth of Learning 2021
Materias:
Acceso en línea:https://doaj.org/article/3afb12ae9cc2479fb98216effb585925
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
id oai:doaj.org-article:3afb12ae9cc2479fb98216effb585925
record_format dspace
spelling oai:doaj.org-article:3afb12ae9cc2479fb98216effb5859252021-12-02T19:25:56ZCase study: Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa2311-1550https://doaj.org/article/3afb12ae9cc2479fb98216effb5859252021-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/442https://doaj.org/toc/2311-1550Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible until recently. The affordances of MOOCs, such as the ability to access learning beyond one’s immediacy, exemplify their benefits for open and distance learning, especially in developing countries that continue to consume rather than produce online courses. However, the globality of MOOCs and their delivery mode pose a challenge of contextualising learning content to the local needs of educational institutions or individual students that choose to use the courses. This theoretical paper used a desk-research approach by revising literature to investigate and propose ways of contextualising MOOCs to the African higher education setting. It applied the principles of reuse and repurposing learning content, while suggesting the use of mobile learning as a technological delivery solution that is relevant to the local context. The paper also suggests a framework for inter-institutional collaboration for higher education institutions to guide future efforts in the creation and sharing of credit-bearing MOOCs.Haipinge ErkkieNgepathimo KadhilaCommonwealth of Learningarticleconnectivismcontextualisationhigher educationmoocssub-saharan africaonline learningTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 8, Iss 1, Pp 204-220 (2021)
institution DOAJ
collection DOAJ
language EN
topic connectivism
contextualisation
higher education
moocs
sub-saharan africa
online learning
Theory and practice of education
LB5-3640
spellingShingle connectivism
contextualisation
higher education
moocs
sub-saharan africa
online learning
Theory and practice of education
LB5-3640
Haipinge Erkkie
Ngepathimo Kadhila
Case study: Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa
description Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible until recently. The affordances of MOOCs, such as the ability to access learning beyond one’s immediacy, exemplify their benefits for open and distance learning, especially in developing countries that continue to consume rather than produce online courses. However, the globality of MOOCs and their delivery mode pose a challenge of contextualising learning content to the local needs of educational institutions or individual students that choose to use the courses. This theoretical paper used a desk-research approach by revising literature to investigate and propose ways of contextualising MOOCs to the African higher education setting. It applied the principles of reuse and repurposing learning content, while suggesting the use of mobile learning as a technological delivery solution that is relevant to the local context. The paper also suggests a framework for inter-institutional collaboration for higher education institutions to guide future efforts in the creation and sharing of credit-bearing MOOCs.
format article
author Haipinge Erkkie
Ngepathimo Kadhila
author_facet Haipinge Erkkie
Ngepathimo Kadhila
author_sort Haipinge Erkkie
title Case study: Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa
title_short Case study: Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa
title_full Case study: Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa
title_fullStr Case study: Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa
title_full_unstemmed Case study: Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa
title_sort case study: rethinking a framework for contextualising and collaborating in moocs by higher education institutions in africa
publisher Commonwealth of Learning
publishDate 2021
url https://doaj.org/article/3afb12ae9cc2479fb98216effb585925
work_keys_str_mv AT haipingeerkkie casestudyrethinkingaframeworkforcontextualisingandcollaboratinginmoocsbyhighereducationinstitutionsinafrica
AT ngepathimokadhila casestudyrethinkingaframeworkforcontextualisingandcollaboratinginmoocsbyhighereducationinstitutionsinafrica
_version_ 1718376552379449344