The Potentiality of MOOCs as a Tool for Widening Access to Higher Education in the African Context: A Systematic Review

Modise, Mpho-Entle Puleng

doi:10.26803/ijlter.21.5.5

Cited by 5 publications

(4 citation statements)

References 35 publications

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“…Moreover, Zhu et al [19] reviewed 541 empirical MOOC research published between 2009 and 2019 from the Scopus database. Recently, Modise [20] conducted a systematic review of 15 peer-reviewed journal papers published from 2013 to 2020. However, previous reviews have analyzed only a limited number of documents; thus, possibly limiting the research findings.…”

Section: Introductionmentioning

confidence: 99%

Massive Open Online Courses (MOOCs) in Higher Education: A Bibliometric Analysis (2012-2022)

Irwanto¹,

Wahyudiati²,

Saputro³

et al. 2023

IJIET

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Nowadays, Massive Open Online Courses (MOOCs) have become an increasingly popular online learning environment. However, existing studies did not offer comprehensive findings and deeper exploration of MOOCs. This study presents a bibliometric review of 3201 studies up to 2022 from the Scopus database. Although the first study was conducted in 2012, most of the studies were published in 2021. The literature on MOOCs is growing significantly and this pattern is expected to increase in 2022 and beyond. The most cited documents were written by Liyanagunawardena et al., Jordan, and Hew and Cheung. ACM International Conference Proceeding Series is the most relevant publishing venue, followed by Lecture Notes in Computer Science and CEUR Workshop Proceedings. The Open University, Massachusetts Institute of Technology, and Universidad Nacional de Educacion a Distancia are playing important roles in MOOC studies. Besides China, which significantly outperforms other countries, the US and UK dominate in the field. Concerning the most active authors, D. Andone and D. Burgos stand out in MOOCs literature. The most frequent keywords are “MOOC”, “MOOCs”, “Higher Education”, “E-learning”, and “Massive Open Online Courses”. This study maps the scientific production regarding MOOCs, which will be useful for future collaborations and provide a framework for future studies.

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Section: Introductionmentioning

confidence: 99%

Massive Open Online Courses (MOOCs) in Higher Education: A Bibliometric Analysis (2012-2022)

Irwanto¹,

Wahyudiati²,

Saputro³

et al. 2023

IJIET

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show abstract

“…According to (Fischer, 2013), e-learning innovation is characterized as the technological e-learning forms viewed as new by potential users. E-learning is essential for educational development and provides opportunities for developing countries to improve their academic development, including countries with economic impediments (Modise, 2022) . Furthermore, it aids educators in upgrading their pedagogy of learning skills to the 21st-century tools and the current teaching force (Attewell et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

A Conceptual Persuasive Development Framework to Change Students’ Behaviour in Massive Open Online Courses: A Review

Mhd Salim,

Mohamad Ali,

Jalaludin

et al. 2023

IJLTER

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Some experts attribute the relatively low completion rates of Massive Open Online Courses (MOOCs) partly to user dissatisfaction with the system. Live instructors are absent from MOOCs due to their delivery through virtual learning platforms. A distinctive feature distinguishing MOOCs from other e-learning systems is the significantly higher ratio between users and instructors. Consequently, the main challenges include limited interaction between students and study materials and the heightened need for instructor guidance. Consequently, enhancing the design of the existing MOOCs system is imperative to create a more engaging learning experience. Previous studies have attempted to incorporate persuasive design elements into e-learning systems. However, these studies must integrate persuasive design with motivational factors and effective learning strategies to encourage student behavior change and increase student engagement. The present study utilizes prior literature to establish a conceptual framework for persuasive e-learning development, known as PEDAL, which integrates motivational factors, learning strategies, and persuasive design principles. The initial section of the paper introduces issues related to student motivation, learning strategies, the MOOCs platform, and the potential impact of persuasive technology on enhancing the effectiveness of MOOCs. The subsequent section elucidates the methodology employed for the literature search. The third section explains the mechanisms of the PEDAL framework and discusses relevant previous literature that contributed to its development. Finally, the last section outlines the framework's limitations and potential future improvement. The paper also outlines how the proposed conceptual framework can be applied to design an effective e-learning system.

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“…The demands to democratise and broaden access to education are only two of Africa's numerous issues. According to statistics, every year, millions of learners who complete high school in Africa are not admitted to universities [14]. MOOCs are seen as an answer to some of the challenges.…”

Section: Introductionmentioning

confidence: 99%

“…It has been established that Africa's efforts to adopt MOOCs are still emerging and fragmented [16]. A more recent study found that MOOCs' successful and efficient implementation in Africa has benefits but is laden with several challenges that need to be overcome [14]. This chapter aims to ascertain the opportunities and challenges of adopting MOOCs in Africa.…”

Section: Introductionmentioning

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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The Potentiality of MOOCs as a Tool for Widening Access to Higher Education in the African Context: A Systematic Review

Cited by 5 publications

References 35 publications

Massive Open Online Courses (MOOCs) in Higher Education: A Bibliometric Analysis (2012-2022)

Massive Open Online Courses (MOOCs) in Higher Education: A Bibliometric Analysis (2012-2022)

A Conceptual Persuasive Development Framework to Change Students’ Behaviour in Massive Open Online Courses: A Review

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

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