In authors or contributors

MOOCs and OER in the Global South: Problems and Potential

Resource type
Journal Article
Authors/contributors
Title
MOOCs and OER in the Global South: Problems and Potential
Abstract
This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.
Publication
The International Review of Research in Open and Distributed Learning
Volume
19
Issue
5
Date
2018-11-27
Journal Abbr
IRRODL
Language
en
ISSN
1492-3831
Short Title
MOOCs and OER in the Global South
Accessed
14/08/2020, 20:07
Library Catalogue
DOI.org (Crossref)
Citation
King, M., Pegrum, M., & Forsey, M. (2018). MOOCs and OER in the Global South: Problems and Potential. The International Review of Research in Open and Distributed Learning, 19(5). https://doi.org/10.19173/irrodl.v19i5.3742