Positioning Extension Massive Open Online Courses (xMOOCs) within the Open Access and the Lifelong Learning Agendas in a Developing Setting

Autor/in	Nkuyubwatsi, Bernard
Titel	Positioning Extension Massive Open Online Courses (xMOOCs) within the Open Access and the Lifelong Learning Agendas in a Developing Setting
Quelle	In: Journal of Learning for Development, 3 (2016) 1, S.14-36 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Online Courses; Foreign Countries; Access to Information; Electronic Publishing; Lifelong Learning; Higher Education; Developing Nations; Developed Nations; Distance Education; Electronic Learning; Technology Uses in Education; Australia; Germany; Rwanda; United Kingdom; United States + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Ausland; Elektronisches Publizieren; Life-long learning; Lebenslanges Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Australien; Deutschland; Ruanda; Großbritannien; USA
Abstract	Recent reports on xMOOCs indicate that underprivileged learners in need of higher education have minimally been reached by these courses. While the "open access" agenda is needed to reach such learners, most MOOCs have been developed in societies that have shifted toward the "lifelong learning" agenda. In this paper, xMOOCs are positioned in both the "open access" and the "lifelong learning" agendas in a developing country context. Findings from ten xMOOCs are presented and discussed. The findings suggest that two of the ten xMOOCs may be adapted for direct use in opening up higher education within the open access agenda, and two xMOOCs may contribute indirectly to the same agenda. Nine xMOOCs were found to have the potential to contribute to the lifelong learning agenda. These findings may inform policies and practices that underpin opening up higher education and open education in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01