OER in and as MOOCs : impact on educators' practices in African-developed higher education courses

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dc.contributor.author Walji, Sukaina
dc.date.accessioned 2018-06-28T15:35:30Z
dc.date.available 2018-06-28T15:35:30Z
dc.date.issued 2018-05
dc.identifier.uri http://hdl.handle.net/10625/57021
dc.description.abstract The University of Cape Town research examines what the ‘open’ in Massive Open Online Courses (MOOCs) means - as a contested space, and to identify constraints as they emerge during design and implementation of courses. 12 MOOCS have been created over a three year period. The working hypothesis is that Open Educational Resources (OER) adoption in a MOOC format contributes to the spread of open educational practices as well as a transformation in educators’ teaching and learning practices. This presentation delivers preliminary findings which suggest a marked change in educators’ attitude to open courses and teaching online. en
dc.format.mimetype application/pdf
dc.language.iso en
dc.subject CAPE TOWN en
dc.subject SOUTH AFRICA en
dc.subject SOUTH OF SAHARA en
dc.subject OPEN EDUCATIONAL RESOURCES en
dc.subject ROER4D en
dc.subject UNIVERSITIES en
dc.subject MASSIVE OPEN ONLINE COURSES en
dc.subject HIGHER EDUCATION en
dc.subject LOCAL FOOD SYSTEMS en
dc.subject ACCESS TO EDUCATION en
dc.subject TEACHING AIDS en
dc.title OER in and as MOOCs : impact on educators' practices in African-developed higher education courses en
dc.type Presentation en
idrc.project.number 107311
idrc.project.componentnumber 107311001
idrc.project.title Research into Open Educational Resources for Development en
idrc.dspace.access Open Access en
idrc.rims.adhocgroup IDRC SUPPORTED en


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