Show simple item record

dc.contributor.authorAVU
dc.date.accessioned2018-02-28T09:09:42Z
dc.date.available2018-02-28T09:09:42Z
dc.date.issued2018-02-28
dc.identifier.urihttp://oer.avu.org/handle/123456789/699
dc.description.abstract

Education is undergoing a great revolution. Old paradigms in teaching and learning processes are giving way to new ones. However, the effectiveness of the latter in improving the quality of learning and delivery is still to be fully proven. Innovation adoption, as we know, hinges on the perceived strength of its effectiveness over or vis-à-vis the old ways of doing things. MOOCS have been heralded as the democratization of access to good teaching materials and programs. In Africa, and as Joel Mtebe (2016) put it: “The recent rise of MOOCs is seen as a signal of radical change coming to education and researchers believe that MOOCs can provide affordable education to the majority needy students in sub-Saharan Africa”. However, this assertion is far from the truth as it would require more work and understanding to realize the promise of MOOCS as an affordable opportunity for African students to access quality and relevant education. Furthermore, Africa is still a minor player in the use of MOOCS as only 2% of the registrants to one of the most popular MOOCs (courser)are from Africa compared with 43% from USA, 26% from Asia, and 17% from Europe (UNESCO, 2013).

en_US
dc.language.isoenen_US
dc.publisherAVUen_US
dc.titleStriving for Quality and Relevance in Higher Education within a MOOCS’ Eraen_US
dc.typeArticleen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record