The Adoption of Massive Open Online Courses in Selected Sub-Saharan African Countries: The Experiences of Urban Learners

Ochieng, Vollan; Mutisya, Maurice; Thiong’o, Caroline

doi:10.5772/intechopen.99321

Cited by 2 publications

(2 citation statements)

References 23 publications

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“…Scholars noted how emerging economies were using technology to disrupt geographic barriers and foresaw a timeless future, and these concepts extended to the higher education [75]. The COVID-19 pandemic highlighted the future of education in digital and online technologies and emphasised MOOCs' critical role in achieving some of the Sustainable Development Goals [76]. The mobile phone has been transformative, enabling many people once alienated from the digital super highway to participate in the knowledge economy.…”

Section: Discussionmentioning

confidence: 99%

Opportunities and challenges of adopting MOOCs in Africa: A systematic literature review

Maphosa¹,

Maphosa²

2023

Massive Open Online Courses - Current Practice and Future Trends

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Despite MOOCs' transformative and disruptive potential, African higher education institutions have yet to realise this potential, even though the continent has the highest needs. MOOCs are one of the 21st century's most transformative tools for higher education and offer scalable affordances, increase access to quality education, and offer new learning opportunities to communities previously disadvantaged by location and time. The outbreak of COVID-19 has magnified the need for remote-based teaching to minimise learning disruptions. Although developed countries have adopted MOOCs as a novel tool for technology-enhanced learning, African learners need help adopting such platforms. Literature indexed by the two leading bibliometric databases, the Web of Science and Scopus, were used for a systematic literature review to evaluate research themes on the opportunities and challenges faced when adopting MOOCs in Africa. Using the eight-step guide to conduct a systematic literature review methodology, 36 articles published between 2013 and 2021 were included in the final analysis based on the set criteria. Results indicate that only some African countries are researching MOOCs. The research themes identified regarding opportunities for MOOCs are repurposing MOOCs, democratising access to higher education, professional development of teachers, transitions in the workplace and using algorithms to enhance learning. The research themes identified regarding the challenges when implementing MOOCs are access to the Internet and educational equipment, pedagogical barriers and MOOCs as a preserve of the Global North. MOOCs provide the potential for universal access to education if African governments could enact policies that support development, adoption and growth.

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Section: Discussionmentioning

confidence: 99%

Opportunities and challenges of adopting MOOCs in Africa: A systematic literature review

Maphosa¹,

Maphosa²

2023

Massive Open Online Courses - Current Practice and Future Trends

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“…These tutorials aim to help students understand complex ideas by breaking them down into smaller, manageable pieces and providing immediate feedback and guidance as they work through the exercises. Students can use them to supplement their learning and reinforce their understanding of the course material [40]. Subject matter experts often create these tutorials, a key component of the MOOC learning experience.…”

Section: Introduction 1background To the Studymentioning

confidence: 99%

Adoption and use of MOOCs by undergraduates in selected universities in Ibadan, Nigeria

Otitoju,

Nwagwu

2024

Educ. Technol. Q.

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This research examines the utilisation of Massive Open Online Courses (MOOCs) by university undergraduates in Ibadan, Nigeria, for digital skill development. A survey of 378 undergraduates from the University of Ibadan, Lead City University, and Dominican University is conducted. Principal Component Analysis (PCA) simplifies UTAUT variables, while regression analysis explores factors influencing MOOC usage. Results show a substantial 77.8% adoption rate of MOOCs, indicating a growing interest in online learning. Performance expectancy, effort expectancy, social influence, facilitating conditions, and internet accessibility significantly influence MOOC usage, though higher values for performance expectancy and facilitating conditions unexpectedly correspond to reduced utilisation. Demographic factors like age and gender do not significantly impact adoption. Limitations include the focus on Ibadan university students, potentially limiting generalizability, and the study’s cross-sectional nature, which may not capture long-term trends. Nonetheless, the research sheds light on digital education in Nigeria, emphasising MOOC utilisation among students. Rigorous statistical analyses and incorporating the UTAUT framework provide a robust foundation for interpretation. The results highlight prevalent MOOC usage and offer insights into adoption factors. Implications extend to educational institutions, instructors, digital literacy initiatives, and policy-making, stressing the importance of enhancing MOOC adoption for digital skill development among Nigerian university students.

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The Adoption of Massive Open Online Courses in Selected Sub-Saharan African Countries: The Experiences of Urban Learners

Cited by 2 publications

References 23 publications

Opportunities and challenges of adopting MOOCs in Africa: A systematic literature review

Opportunities and challenges of adopting MOOCs in Africa: A systematic literature review

Adoption and use of MOOCs by undergraduates in selected universities in Ibadan, Nigeria

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