MOOCs and Open Education in the Global South: Challenges, Successes, and Opportunities
Top Insights
New York: Routledge (2020), xxx, 358 pp.
Contains index
ISBN 978-0-367-02577-9 (pbk); 978-0-429-39891-9 (ebook)
"With e-learning technologies evolving and expanding at high rates, organizations and institutions around the world are integrating massive open online courses (MOOCs) and other open educational resources (OERs). MOOCs and Open Education in the Global South explores the initiatives that are leveraging these flexible systems to educate, train, and empower populations previously denied access to such opportunities. Featuring contributors leading efforts in rapidly changing nations and regions, this wide-ranging collection grapples with accreditation, credentialing, quality standards, innovative assessment, learner motivation and attrition, and numerous other issues. The provocative narratives curated in this volume demonstrate how MOOCs and OER can be effectively designed and implemented in vastly different ways in particular settings, as detailed by experts from Asia, Latin America, the Middle East, Africa, the Pacific/Oceania, and the Caribbean. This comprehensive text is an essential resource for policy makers, instructional designers, practitioners, administrators, and other MOOC and OER community stakeholders." (Publisher description)
1 MOOCs and Open Education in the Global South: Successes and Challenges, 1
I. HISTORICAL PERSPECTIVES, 15
2 An Historical Journey into K-MOOCs Leading to Possible Collaborations with North Korea, 17
3 Current State of Practice and Research on MOOCs in Mainland China: A Critical Review, 28
II. CURRENT PRACTICES AND DESIGNS, 43
4 The Different Faces of Open in Egypt, 45
5 Delivering on the Promise of Open Educational Resources: Pitfalls and Strategies, 56
6 Massive Online Open Courses: The State of Practice in Indonesia, 63
7 Orchestrating Shifts in Perspectives and Practices about the Design of MOOCs, 72
8 A Different Kind of MOOC Architecture for Emerging Economies in Oceania and the Pacific, 81
9 Nepali High School Students in Massive Open Online Courses (MOOCs): Impressive Results and a Promising Future, 90
10 MOOCs in Latin America: Trends and Issues, 99
11 The Emotional Benefits of Diversity in MOOCs: Reshaping Views of Online Education Through Exposure to Global Learners, 113
III. MOOCS AND OPEN EDUCATION FOR PROFESSIONAL DEVELOPMENT, 127
12 Insights into a Nationwide pdMOOC portal: Bilgeis.net of Turkey, 130
13 Promoting Open Education and MOOCs in Thailand: A Research Based Design Approach, 140
14 Capacity Building of Teachers: A Case Study of the Technology-Enabled Learning (TEL) Massive Open Online Courses, 156
15 The Development of MOOCs as Incubation Space for Professional and Institutional Learning: A View from South Africa, 169
IV. MULTI-COUNTRY COLLABORATIONS AND COLLECTIONS, 179
16 Courses for a Cause: MOOC Contributions to a "Better Place for All", 181
17 MOOCs in Six Emerging APEC Member Economies: Trends, Research and Recommendations, 199
18 A Glimpse on How MOOCs from IDB are Impacting Learners in Latin America and the Caribbean, 212
V. GOVERNMENT POLICIES AND STRATEGIES, 227
19 Advancing Open Education Policy in Brazilian Higher Education, 229
20 Global Trends and Policy Strategies and their Implications for the Sustainable Development of MOOCs in Malaysia, 236
21 OERs for Development (OERs4D) Framework as Designed and Implemented in the Philippines, 245
22 Disruptive Learning: Inspiring the Advancement of MOOCs in the Middle East, 256
VI. ORGANIZATIONAL INNOVATIONS, 271
23 Open Education at the World Bank: A Significant Dividend for Development, 273
24 From OER to OEP: The case of an OER-integrated teacher education eLearning program in Africa, 286
25 Responsive innovations in MOOCs for Development: A case study of AgMOOCs in India, 300
26 Implementing a Skills Accelerator to Prepare Students in Kenya for Online-Only Bachelors and MBA Programs that Require MOOCs and OER: A Case Study, 310
VII. THE FUTURE OF MOOCS AND OPEN EDUCATION, 327
27 Evolution of Online Learning Environments and the Emergence of Intelligent MOOCs, 329
28 MOOCs and Open Education in the Global South: Future Opportunities, 342
I. HISTORICAL PERSPECTIVES, 15
2 An Historical Journey into K-MOOCs Leading to Possible Collaborations with North Korea, 17
3 Current State of Practice and Research on MOOCs in Mainland China: A Critical Review, 28
II. CURRENT PRACTICES AND DESIGNS, 43
4 The Different Faces of Open in Egypt, 45
5 Delivering on the Promise of Open Educational Resources: Pitfalls and Strategies, 56
6 Massive Online Open Courses: The State of Practice in Indonesia, 63
7 Orchestrating Shifts in Perspectives and Practices about the Design of MOOCs, 72
8 A Different Kind of MOOC Architecture for Emerging Economies in Oceania and the Pacific, 81
9 Nepali High School Students in Massive Open Online Courses (MOOCs): Impressive Results and a Promising Future, 90
10 MOOCs in Latin America: Trends and Issues, 99
11 The Emotional Benefits of Diversity in MOOCs: Reshaping Views of Online Education Through Exposure to Global Learners, 113
III. MOOCS AND OPEN EDUCATION FOR PROFESSIONAL DEVELOPMENT, 127
12 Insights into a Nationwide pdMOOC portal: Bilgeis.net of Turkey, 130
13 Promoting Open Education and MOOCs in Thailand: A Research Based Design Approach, 140
14 Capacity Building of Teachers: A Case Study of the Technology-Enabled Learning (TEL) Massive Open Online Courses, 156
15 The Development of MOOCs as Incubation Space for Professional and Institutional Learning: A View from South Africa, 169
IV. MULTI-COUNTRY COLLABORATIONS AND COLLECTIONS, 179
16 Courses for a Cause: MOOC Contributions to a "Better Place for All", 181
17 MOOCs in Six Emerging APEC Member Economies: Trends, Research and Recommendations, 199
18 A Glimpse on How MOOCs from IDB are Impacting Learners in Latin America and the Caribbean, 212
V. GOVERNMENT POLICIES AND STRATEGIES, 227
19 Advancing Open Education Policy in Brazilian Higher Education, 229
20 Global Trends and Policy Strategies and their Implications for the Sustainable Development of MOOCs in Malaysia, 236
21 OERs for Development (OERs4D) Framework as Designed and Implemented in the Philippines, 245
22 Disruptive Learning: Inspiring the Advancement of MOOCs in the Middle East, 256
VI. ORGANIZATIONAL INNOVATIONS, 271
23 Open Education at the World Bank: A Significant Dividend for Development, 273
24 From OER to OEP: The case of an OER-integrated teacher education eLearning program in Africa, 286
25 Responsive innovations in MOOCs for Development: A case study of AgMOOCs in India, 300
26 Implementing a Skills Accelerator to Prepare Students in Kenya for Online-Only Bachelors and MBA Programs that Require MOOCs and OER: A Case Study, 310
VII. THE FUTURE OF MOOCS AND OPEN EDUCATION, 327
27 Evolution of Online Learning Environments and the Emergence of Intelligent MOOCs, 329
28 MOOCs and Open Education in the Global South: Future Opportunities, 342
