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

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dc.contributor.authorWalji, Sukaina
dc.date.accessioned2018-06-28T15:35:30Z
dc.date.available2018-06-28T15:35:30Z
dc.date.issued2018-05
dc.description.abstractThe 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.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10625/57021
dc.language.isoen
dc.subjectCAPE TOWNen
dc.subjectSOUTH AFRICAen
dc.subjectSOUTH OF SAHARAen
dc.subjectOPEN EDUCATIONAL RESOURCESen
dc.subjectROER4Den
dc.subjectUNIVERSITIESen
dc.subjectMASSIVE OPEN ONLINE COURSESen
dc.subjectHIGHER EDUCATIONen
dc.subjectLOCAL FOOD SYSTEMSen
dc.subjectACCESS TO EDUCATIONen
dc.subjectTEACHING AIDSen
dc.titleOER in and as MOOCs : impact on educators' practices in African-developed higher education coursesen
dc.typePresentationen
idrc.dspace.accessOpen Accessen
idrc.project.componentnumber107311001
idrc.project.number107311
idrc.project.titleResearch into Open Educational Resources for Developmenten
idrc.rims.adhocgroupIDRC SUPPORTEDen

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OER IN AND AS MOOCS: IMPACT ON EDUCATORS’ PRACTICES IN AFRICAN-DEVELOPED HIGHER EDUCATION COURSES
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IDRC Research Results / Résultats de recherches du CRDI
2010-2019 / Années 2010-2019
Education / L'éducation
Research Results (INASSA) / Résultats de recherche (IRAAS)
Research Results (Networked Economies) / Résultats de recherche (Économies en réseaux)