The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Starting MOOCs in African university: The experience of Cadi Ayyad University, process, review, recommendations, and prospects
Jouicha, Abdellah Idrissi · Berrada, Khalid · Bendaoud, Rachid · Machwate, Said · Miraoui, A. · Burgos, Daniel

Published15 January 2020
JournalIEEE Access
Volume 8, Pages 17477-17488
PublisherIEEE
CountryMorocco, Africa

ABSTRACT
The increasing number of enlistees claiming their right to enroll in the programs of African Universities and the limited number of Higher Education Institutions (HEIs) were the prime reasons of students overcrowding in classes. Massive Open Online Courses (MOOCs) showed a potential to help limiting the challenges of massification in open access HEIs. As the literature review of the MOOC situation in Africa is still nascent, we will qualitatively share the experience of Cadi Ayyad University in Marrakech, Morocco (UCA) in launching a MOOC for its learners as a case study. Created in 2013, this MOOC was entitled UC@MOOC and appeared to respond to the challenges of massification in open access HEIs and the language difficulties faced by students. We will also present an overview of this project, its achievements and the quantity of knowledge delivery it accomplished. This MOOC experience attracted learners from other countries. And we have found that a shortage of MOOCs in Africa drove learners from other African francophone countries to learn from UC@MOOC. Yet a low-cost MOOC with certain limitations such as the weak ICT infrastructure available to the African public will thrive if operated using a MOOC platform and boosted its financial means.

Keywords Africa · blended learning · e-learning · MOOC · massification

LanguageEnglish
RefereedYes
RightsCC BY
DOI10.1109/ACCESS.2020.2966762
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
08960342.pdf · 3.2MB2 downloads



Viewed by 23 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Gli Open Educational Path: per una accezione epistemologica di “apertura”
Calvani, Antonio; Menichetti, Laura
L’e-learning universitario ha visto affermarsi nuovi orientamenti all’insegna di una filosofia di “apertura” (openness) intesa come libero accesso e/o gratuità: i MOOC ne sono l’esempio più noto. È questa ...
Match: university; e-learning; MOOC

Information access needs of satellite campuses in Kenya - Can OER close the gap? The Case of Moi University Nairobi Campus
Gakindi, Monica Wawira; Virkus, Sirje
This case study was aimed at obtaining the experiences of faculty and students of Moi University, Nairobi Campus in accessing information resources for teaching, learning and research. The study examined background ...
Match: Africa; e-learning

A Kenyan cloud school. Massive open online & ongoing courses for blended and lifelong learning
Jobe, William
This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects ...
Match: Africa; blended learning; MOOC

Conclusions of construction and development of MOOCs in China
Zheng, Qinhua; Chen, Li; Burgos, Daniel
On the whole, China has made remarkable achievements in construction of MOOCs, but it is also facing serious challenges. In the following parts, we are going to start from the perspective of the sustainable development ...
Match: Burgos, Daniel; MOOC

Construction of MOOC platforms in China
Zheng, Qinhua; Chen, Li; Burgos, Daniel
MOOC platforms in China have achieved quite some scale in China with its development since 2012. Built either by universities or enterprises on their own, or by regional coalitions or school–enterprise partnerships, ...
Match: Burgos, Daniel; MOOC

Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs
Stracke, Christian M.; Downes, Stephen; Conole, Grainne; Burgos, Daniel; Nascimbeni, Fabio
Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open ...
Match: Burgos, Daniel; MOOC

Emergence and development of MOOCs
Zheng, Qinhua; Chen, Li; Burgos, Daniel
The e-learning has until quite recently been marked by considerable attention paid to MOOCs. One of the disruptive innovations introduced by MOOCs is the open access to the process of teaching and learning. The impact ...
Match: Burgos, Daniel; MOOC

Massive open online courses for Africa by Africa
Oyo, Benedict; Kalema, Billy Mathias; Conrad, Dianne; McGreal, Rory
Africa is known for inadequate access to all sorts of human needs including health, education, food, shelter, transport, security, and energy. Before the emergence of massive open online courses (MOOCs), open access to ...
Match: Africa; e-learning; MOOC

Trends in MOOCs Research: Analysis of Educational Technology Journals
Babori, Abdelghani
Massive open online courses (MOOCs) have received a great deal of interest from educational institutions and private enterprises. Hence, several empirical studies and reviews have been produced. They will be at the ...
Match: Africa; MOOC; Morocco

Research on MOOCs: Current trends and taking into account of content
Babori, Abdelghani; Fassi, Hicham Fihri; Zaid, Abdelkarim
This study explores the research trends of MOOCs to gain a deeper understanding of the MOOC phenomenon. It also aims to question whether or not content is taken into account in these studies, especially those produced ...
Match: Africa; MOOC; Morocco