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dc.contributor.authorNkuyubwatsi, Bernard
dc.coverage.spatialAfricaen_US
dc.date.accessioned2016-07-25T17:24:24Z
dc.date.available2016-07-25T17:24:24Z
dc.date.issued2016
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/2366
dc.description.abstractRecent reports on xMOOCs indicated that underprivileged learners in need for higher education have minimally been reached by these courses. While the open access agenda is needed to reach such learners, most MOOCs were developed from societies that shifted toward the lifelong learning agenda. In this paper, xMOOCs are positioned in both the open access and the lifelong learning agendas in a developing country context. Findings from ten xMOOCs are presented and discussed. The findings suggested that two of the ten xMOOCs may contribute directly to the open access agenda and two xMOOCs may contribute indirectly to the same agenda. Nine xMOOCs were found to have the potential to contribute to the lifelong learning agenda. These findings may inform policies and practices that underpin opening up higher education and open education in general.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 3, no. 1
dc.source.urihttp://jl4d.org/index.php/ejl4d/article/view/126en_US
dc.subjectOpen Accessen_US
dc.subjectLifelong Learningen_US
dc.subjectMassive Open Online Courses (MOOC)en_US
dc.subjectDeveloping Worlden_US
dc.titlePositioning extension Massive Open Online Courses (xMOOCs) within the open access and the lifelong learning agendas in a developing settingen_US
dc.typeJournal Articleen_US
dc.coverage.placeNameRwandaen_US


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