Disrupting and democratising higher education provision or entrenching academic elitism: towards a model of MOOCs adoption at African universities

Author:

Rambe Patient,Moeti Mamello

Funder

Central University of Technology Free State

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference68 articles.

1. Amiel, T. (2013). Identifying Barriers to the Remix of Translated Open Educational Resources. The International Review of Research in Open and Distance Learning, 14(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1351/2428 .

2. Amussen, S., & Poska, A. (2013). MOOCs: Gender, class and empire. historiann (Posted May 15, 2013). http://www.historiann.com/2013/05/15/guest-post-on-the-lords-of-mooc-creation-whos-really-for-change-and-who-in-fact-is-standing-athwart-history-yelling-stop .

3. Anderson, T. (2013). Promise and/or peril: MOOCs and open and distance education. Athabasca: Athabasca University.

4. Australian Trade Commission. (2013). More than MOOCs: Opportunities arising from disruptive technologies in education. Canberra: Australian Government.

5. Boga, S., & McGreal, R. (2014). Introducing MOOCs to Africa: New economy skills for Africa Program-ICT. Vancouver: Commonwealth of Learning.

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