Positioning extension Massive Open Online Courses (xMOOCs) within the open access and the lifelong learning agendas in a developing setting
Recent reports on xMOOCs indicated that underprivileged learners in need for higher education have minimally been reached by these courses. While the open access agenda is needed to reach such learners, most MOOCs were developed from societies that shifted toward the lifelong learning agenda. In thi...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Commonwealth of Learning
2016
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/88096ea3797d4decbaae19dfa4bfd97f |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | Recent reports on xMOOCs indicated that underprivileged learners in need for higher education have minimally been reached by these courses. While the open access agenda is needed to reach such learners, most MOOCs were developed from societies that shifted toward the lifelong learning agenda. In this paper, xMOOCs are positioned in both the open access and the lifelong learning agendas in a developing country context. Findings from ten xMOOCs are presented and discussed. The findings suggested that two of the ten xMOOCs may contribute directly to the open access agenda and two xMOOCs may contribute indirectly to the same agenda. Nine xMOOCs were found to have the potential to contribute to the lifelong learning agenda. These findings may inform policies and practices that underpin opening up higher education and open education in general. |
|---|