Developing a Cosmopolitanist-deliberative Framework for MOOCs in South African (Higher) Education
- 78 Downloads
In this chapter, we argue that the need for a massive open online course (MOOC) (our case study of cosmopolitan education) that aims to enhance African and Western knowledge sharing across geographical and cultural boundaries, on the one hand, while addressing societal inequities of student access to higher education in Africa, on the other, is vital in the quest for addressing instances of cognitive and social injustice in southern contexts. With further research required into southern learner-educator experiences, MOOCs premised on what we argue for in this chapter, namely defence of a cosmopolitanist-deliberative framework could create learning opportunities for students in such contexts in harnessing the educational potential of the Internet. Such an understanding of MOOCs holds for students the possibility of transforming the societal inequities of student access to higher education of the southern contexts through knowledge acquisition, sharing and co-construction towards developing agency in such students.
KeywordsMOOC Cosmopolitan education African Societal inequities Student access Higher education in Africa Social injustice Learner-educator experiences Cosmopolitanist-deliberative framework Learning Co-construction Students
- Appiah, K. A. (2006). Ethics in a world of strangers. New York, NY: Norton.Google Scholar
- Bouchard, P. (2009). Pedagogy without a teacher: What are the limits? International Journal of Self-Directed Learning, 6(2):13–22. Retrieved June 15, 2019, from http://www.sdlglobal.com/IJSDL/IJSDL6.2-2009.pdf
- Freire, P. (2003). Pedagogy of the oppressed. New York: Continuum.Google Scholar
- Freire, P. (2006). Pedagogy of the oppressed (30th anniversary ed.). New York, NY: Teachers College Press.Google Scholar
- Garrido, M., Koepke, L., Andersen, S., Mena, A., Macapagal, M., & Dalvit, L. (2016). An examination of MOOC usage for professional workforce development outcomes in Colombia, the Philippines, & South Africa. Seattle, WA: Technology & Social Change Group, University of Washington Information School.Google Scholar
- Habermas, J. (1984). The theory of communicative action, Volume. I: Reason and the rationalization of society. London: Heinemann.Google Scholar
- Liyanagunawardena, T. R., & Williams, S. A. (2015). Massive open online courses and perspectives from learners in developing countries. Vistas Journal of Humanities and Social Sciences, 9, 19–37. Retrieved June 15, 2019, from http://digital.lib.ou.ac.lk/docs/bitstream/701300122/1237/1/paper2.pdf.
- MacIntyre, A. (1999). Dependent rational animals: Why human beings need the virtues. Peru, IL: Open Court.Google Scholar
- Onah, D. F., Sinclair, J., Boyatt, R., & Foss, J. (2014). Massive open online courses: Learners participation. Paper presented at 7th International Conference of Education, Research and Innovation (ICERI), 15 July 2019. https://doi.org/10.1007/s11576-014-0405-7
- Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.Google Scholar
- Waghid, Z., & Waghid, F. (2016). Examining digital technology for (higher) education through action research and critical discourse analysis. South African Journal of Higher Education, 30(1), 265–284.Google Scholar
- Waghid, Z., & Waghid, F. (2018). [Re] examining the role of technology in education through a deliberative decision-making approach: In the quest towards democratic education in South African schools. In Y. Waghid & N. Davids (Eds.), African democratic citizenship education revisited (pp. 133–156). London: Palgrave Macmillan.CrossRefGoogle Scholar
- Xing, B., & Marwala, T. (2017). Implications of the fourth industrial age on higher education. Cornell University. Retrieved July 15, 2019, from http://arxiv.org/abs/1703.09643.
- Young, I. M. (2000). Democracy and inclusion. Oxford: Oxford University Press.Google Scholar