You are here:

Challenges of Offering a MOOC from an LMIC
ARTICLE

, ,

IRRODL Volume 17, Number 6, ISSN 1492-3831 Publisher: Athabasca University Press

Full Text

Abstract

Massive open online courses (MOOCs) were initiated in the early 2000s by certain leading American and European universities. An integral part of the MOOC philosophy has been to provide open access to online learning. Despite their potential advantages to local audiences, faculty and institutions, the number of MOOCs offered from low and middle income countries (LMICs) remains low. The intent of this paper is to provide a reflective perspective on a MOOC recently offered from an LMIC, namely, Pakistan. According to our analysis, the main concern for the organizers of this MOOC was to maintain a high standard of quality, and to offer a course topic that responded to the academic needs of this region. The pedagogical strategy also emphasized on allowing the participants flexibility of time, enabling them to access the course content despite limitations with power shortages, internet speeds, and computer literacy. Despite the lack of resources and expertise, there is significant enthusiasm to introduce this form of teaching and learning to LMIC audiences.

Citation

Pasha, A., Abidi, S. & Ali, S. (2016). Challenges of Offering a MOOC from an LMIC. The International Review of Research in Open and Distributed Learning, 17(6),. Athabasca University Press. Retrieved June 6, 2023 from .

Keywords

References

View References & Citations Map
  1. Altbach, P.G. (2014) MOOCs as Neocolonialism: Who Controls Knowledge? International Higher Education, 75, 5-7.
  2. Bayne, S., & Ross, J. (2014). The pedagogy of the Massive Open Online Course (MOOC): The UK view [PDF file]. The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/resources/detail/elt/the_pedagogy_of_the_MOOC_UK_vie w
  3. Benjamin, B.S.B., Hastings, J.T., & Madaus, G.F. (1971). Handbook on formative and summative
  4. 35.Chauhan, S., Naseem, A., & Rashwan, E. (2016). Developing a quality checklist for designing blended
  5. Doherty, I., Harbutt, D., & Sharma, N. (2015). Designing and developing a MOOC. Medical Science Educator, 25(2), 177-181.
  6. Esposito, A. (2012). Research ethics in emerging forms of online learning: Issues arising from a hypothetical study on a MOOC. Electronic Journal of e-Learning, 10(3), 315-325.
  7. Farid, S., Ahmad, R., Niaz, I.A., Arif, M., Shamshirband, S., & Khattak, M.D. (2015). Identification
  8. Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. The International Review of Research in Open and Distributed Learning, 10(5).
  9. Freitas, S.I., Morgan, J., & Gibson, D.. (2015). Will MOOCs transform learning and teaching in
  10. Glance, D.G., Forsey, M., & Riley, M. (2013). The pedagogical foundations of massive open online courses. First Monday, 18(5).
  11. Graham, M., Hale, S.A., & Stephens, M. (2011). Geographies of the world’s knowledge. London, Convoco! Edition.
  12. Greene, J.A., Oswald, C.A., & Pomerantz, J. (2015). Predictors of retention and achievement in a Massive Open Online Course. American Educational Research Journal, 52, 925-955.
  13. Lewis, T., Comas-Quinn, A., & Hauck, M. (2015). Clustering, collaboration, and community: Sociality
  14. Saadatdoost, R., Sim, A.T.H., Jafarkarimi, H., & Mei Hee, J. (2015). Exploring MOOC from
  15. Sandeen, C. (2013). Integrating MOOCS into traditional higher education: The emerging “MOOC 3.0” era. Change: The Magazine of Higher Learning, 45(6), 34-39.
  16. St Clair, R., Winer, L., Finkelstein, A., Fuentes-Steeves, A., & Wald, S. (2015). Big hat and no cattle?
  17. Suen, H.K. (2014). Peer assessment for Massive Open Online Courses (MOOCs). The International Review of Research in Open and Distributed Learning, 15(3).
  18. Wildavsky, B. (2015). MOOCs in the developing world: Hope or hype? International Higher Education, 80, 23-25.
  19. Wilson L., & Gruzd A. (2014). MOOCs-international information and education phenomenon?. Bulletin of the American Society for Information Science and Technology, 40 (5), 35-40.
  20. Zheng, S., Rosson, M.B., Shih, P.C., & Carroll, J.M. (2015). Understanding student motivation,

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Links

Also Read

Related Collections