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Digital Literacy Skills and MOOC Participation among lecturers in a private university in Nigeria
Soyemi, Opeyemi · Ojo, Adebowale · Abolarin, Mobolude

PublishedJuly 2018
JournalLibrary Philosophy and Practice
Volume 1851, Pages 1-19
PublisherLibraries at University of Nebraska-Lincoln
CountryNigeria, Africa

ABSTRACT
Massive Open Online Courses (MOOCs) promote open access to learning materials, thereby, providing learning opportunities for professional development and lifelong learning. University lecturers, especially in developing countries can leverage on the opportunities provided by MOOCs for skills acquisition. Considering that studies have highlighted digital literacy skills as a determinant of MOOC participation, this study examined lecturers’ digital literacy skills and their participation in MOOCs. The study adopted a survey research design while the population of study comprised 110 lecturers from the Management and Social Sciences discipline at a private University in Nigeria. A self-developed questionnaire was used as an instrument for data collection from the entire population. Data collected were subjected to analysis using simple percentages, mean score and logistic regression. The findings from the study revealed that on the overall, lecturers possessed advanced digital literacy skills ( = 3.60). Regarding the enrolment for MOOC, just 15% of the respondents had enrolled for at least a course on any of the MOOC website. Additionally, only 20% of those that enrolled for at least a course on the MOOC website indicated they actively participate in the courses they enrolled for. Lastly, the study revealed no statistically significant influence of lecturers’ digital literacy skill on their enrolment in MOOC (X2=2.35, p>0.05). Conclusively, while this study has revealed that lecturers’ digital literacy skills have no influence on their MOOC participation, it also revealed that lecturers are not yet availing themselves of the opportunities for skills acquisition and knowledge update made possible by MOOCs.

Keywords digital literacy · MOOC · university lecturers

Published atLincoln, Nebraska
ISSN1522-0222
RefereedYes
RightsThe Author assigns to the Editors of Library Philosophy and Practice (LPP) the right to publish and distribute her/his manuscript as an electronic journal article. The assignment will be effective so long as LPP is available on computer networks.The Author will remain the sole owner of her/his manuscript and of the copyright in that manuscript. The Author may publish the manuscript in any other journal or medium but any such subsequent publication must include a notice that the manuscript was also published by LPP.LPP readers may copy or download the article resulting from the author’s manuscript from the network. Any distribution or publication of said article by readers will constitute an infringement of the Author’s copyright. The Author agrees to hold LPP blameless for any unauthorized use of the article by its readers.
URLhttps://digitalcommons.unl.edu/libphilprac/1851/
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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