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dc.contributor.authorAVU
dc.date.accessioned2018-02-28T09:07:15Z
dc.date.available2018-02-28T09:07:15Z
dc.date.issued2018-02-28
dc.identifier.urihttp://oer.avu.org/handle/123456789/698
dc.description.abstract

Learners across the world with access to the internet and a computer can readily access free online courses. Many of these courses are of high quality developed for students at some of the most reputable universities in the world and offered as Massive, Open, Online Courses (MOOCs). To date, MOOCs have been one the most disruptive of all technologically-based innovations in higher education. Despite the abundant offerings from open education resources (OER) and MOOCs, not many learners in Africa are able to work through these courses even if they are able to access them. Part of the challenge is the fact that not many learners are self-directed. The learning model in most undergraduate programs is predominantly one of knowledge transfer as opposed to one of knowledge creation. A foundation that supports self-directed learning and knowledge creation could potentially help learners successfully navigate available online courses. Open education practices (OEP) propose Camilleri, Ehlers, & Pawlowski (2014) can help transform learning into 21st century learning environments in which universities, adult learners, and citizens are provided with opportunities to shape their lifelong learning pathways in autonomous and self-guided ways.

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dc.language.isoenen_US
dc.publisherAVUen_US
dc.titleDesigning for open and collaborative learningen_US
dc.typeArticleen_US


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