MASSIVE OPEN ONLINE COURSES AMONG NIGERIAN POSTGRADUATE STUDENTS: FAD OR REALITY?

Orolade Kayode Stephen, Oyewusi Lawunmi Molara

Abstract


Massive Open Online Courses (MOOCs) has been hinted and painted by its providers as an educational innovation with an unprecedented potential to bridge knowledge gap especially for the developing countries that continually struggle to catch up with the rest of the world. This study investigated the present state of MOOCs among Nigerian postgraduate students. Descriptive survey research design was adopted for the study and purposive random sampling technique was adopted to select three federal universities approved to run postgraduate programme by the National University Commission in the Southwest, Nigeria. A self-structured questionnaire with reliability coefficient of 0.70 was used for data collection. The findings revealed that there is prevalence of digital internet-enabled devices among Nigerian postgraduate students; however, their interest and involvement towards MOOCs is still very low. In addition, the level of awareness of MOOCs among Nigerian postgraduate students is still shallow. Furthermore, the few that enrolled in MOOCs is basically for employment or job advancement.

 

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Keywords


MOOCs, postgraduate students, internet, higher education, online education

References


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DOI: http://dx.doi.org/10.46827/ejes.v0i0.895

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