The use of MOOCs in transnational higher education for accreditation of prior learning, programme delivery, and professional development

Annabi, Carrie Amani; Wilkins, Stephen

doi:10.1108/ijem-05-2015-0057

Cited by 21 publications

(19 citation statements)

References 35 publications

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“…Some professional development will be overarching and come from central units of teaching and learning within the university, while other development will be provided by faculty and units within faculties adopting a more hands-on, managed approach (Bothma & Cant, 2011). In addition, we are seeing an increase in the provision of staff professional development via outsourced third-party opportunities, such as vendor offerings and open education opportunities and resources such as those provided by massive open online courses (MOOCs) (Annabi & Wilkins, 2016). Ideally, staff professional development in the use of new technologies for teaching and learning ideally is part of a continuing professional development curriculum, scaffolded in such a way as to meet the differing values, skills, and needs of staff, and in their various roles.…”

Section: Capacity Building Of Staff To Overcome Issues In the Digitalmentioning

confidence: 99%

Digital equity: Considering the needs of staff as a social justice issue

Willems

2019

AJET

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The rollout of technological advances in tertiary teaching and learning continues unabated. Concerns around staff lag in acceptance and adoption may overlook hidden influences. While considerations to address the digital divide and digital equity for tertiary students has been a growing social justice issue since the 1980s, what of the academic and professional staff who facilitate their teaching and learning? They are the other side of the coin and, as a cohort, are as diverse as the students they teach. Today, building staff capacity in the implementation of technology in teaching and learning in higher education still remains a key need. Yet a one-size-fits-all approach may miss the differing needs, views and capabilities of staff. It may also be built and developed upon explicit assumptions relating to staff access, skills and ability. For an equity-based approach to building staff capacity through professional development, empathy is required in purveying staff values, abilities, and needs. To address such issues and empower staff, a robust professional development program on digital technology is but one means to help stem the digital divide between staff haves and have-nots.

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Section: Capacity Building Of Staff To Overcome Issues In the Digitalmentioning

confidence: 99%

Digital equity: Considering the needs of staff as a social justice issue

Willems

2019

AJET

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“…These two factors do not need to be mutually exclusive, but globally, the marketisation of TNHE institutions has led to the expansion of business-focused or vocational degree programs, and the decrease in arts-based subjects. Commodification in TNHE in the UAE has been recognised (Annabi & Muller 2016;Annabi & Wilkins 2016;Wilkins 2013). Similarly, market forces mean that social class and parental income are the main predictor of who goes to university (Angus, 2004;Brewer, Gates & Goldman 2002;Lynch 2006;Sheng, 2014;Wilkins 2013).…”

Section: The Intrinsic Value Of Educationmentioning

confidence: 99%

Engaging with arranged marriages: a lesson for transnational higher education

Annabi

McStay

Noble

et al. 2018

IJEM

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Purpose High levels of absenteeism have been observed amongst male students attending two transnational higher education (TNHE) institutions in the United Arab Emirates (UAE). One reason offered is an obligation to attend engagement ceremonies. Many ceremonies are linked to arranged marriages. The purpose of this paper is to contradict assumptions that suggest that higher education reduces arranged marriages, and to highlight that university policies overlook cultural nuances. Design/methodology/approach Semi-structured interviews were conducted with 25 male postgraduate students aged between 22 and 45. Content analysis was used to analyse and interpret the data. Findings Several interviewees chose to have an arranged marriage and some saw their postgraduate studies as an opportunity to have a better chance of securing a wife. Equally, several students felt that university policies were unsympathetic to cultural obligations. Research limitations/implications This research was restricted to male students from two TNHE institutes in the UAE. Practical implications This research provides insight for TNHE managers by providing student-centric research into cultural reasons that prevent student attendance. Social implications TNHE is not fully responsive to familial obligations within collective societies. In consequence, there has been a lack of sympathy within policies regarding students’ requirement to fulfil cultural commitments. Originality/value The paper explores the challenges of creating culturally sensitive educational policy and practices.

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“…For instance, Abed (2020) investigated the use of MOOCs among faculty members in the University of Jordan. MOOCs have since then witnessed changes and developments in the way they are designed, delivered and evaluated (Annabi & Wilkins, 2016). Moreover, new technologies and methods, including information and communication technologies, have been integrated into MOOCs (Elkins & Pinder, 2015).…”

Section: Introductionmentioning

confidence: 99%