Challenges of offering a MOOC from an LMIC

Aamna Pasha, Syed Hani Abidi, Syed Ali

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Massive open online courses (MOOCs) were initiated in the early 2000s by certain leading American and European universities. An integral part of the MOOC philosophy has been to provide open access to online learning. Despite their potential advantages to local audiences, faculty and institutions, the number of MOOCs offered from low and middle income countries (LMICs) remains low. The intent of this paper is to provide a reflective perspective on a MOOC recently offered from an LMIC, namely, Pakistan. According to our analysis, the main concern for the organizers of this MOOC was to maintain a high standard of quality, and to offer a course topic that responded to the academic needs of this region. The pedagogical strategy also emphasized on allowing the participants flexibility of time, enabling them to access the course content despite limitations with power shortages, internet speeds, and computer literacy. Despite the lack of resources and expertise, there is significant enthusiasm to introduce this form of teaching and learning to LMIC audiences.

Original languageEnglish
Pages (from-to)221-228
Number of pages8
JournalInternational Review of Research in Open and Distance Learning
Volume17
Issue number6
Publication statusPublished - 2016

Fingerprint

income
open access
learning
Pakistan
shortage
expertise
flexibility
literacy
Internet
university
lack
Teaching
resources

Keywords

  • Distance learning
  • LMIC
  • MOOC
  • Pakistan

ASJC Scopus subject areas

  • Education

Cite this

Challenges of offering a MOOC from an LMIC. / Pasha, Aamna; Abidi, Syed Hani; Ali, Syed.

In: International Review of Research in Open and Distance Learning, Vol. 17, No. 6, 2016, p. 221-228.

Research output: Contribution to journalArticle

Pasha, Aamna ; Abidi, Syed Hani ; Ali, Syed. / Challenges of offering a MOOC from an LMIC. In: International Review of Research in Open and Distance Learning. 2016 ; Vol. 17, No. 6. pp. 221-228.
@article{6878674a4b914f3ebc1ce2af48dbf045,
title = "Challenges of offering a MOOC from an LMIC",
abstract = "Massive open online courses (MOOCs) were initiated in the early 2000s by certain leading American and European universities. An integral part of the MOOC philosophy has been to provide open access to online learning. Despite their potential advantages to local audiences, faculty and institutions, the number of MOOCs offered from low and middle income countries (LMICs) remains low. The intent of this paper is to provide a reflective perspective on a MOOC recently offered from an LMIC, namely, Pakistan. According to our analysis, the main concern for the organizers of this MOOC was to maintain a high standard of quality, and to offer a course topic that responded to the academic needs of this region. The pedagogical strategy also emphasized on allowing the participants flexibility of time, enabling them to access the course content despite limitations with power shortages, internet speeds, and computer literacy. Despite the lack of resources and expertise, there is significant enthusiasm to introduce this form of teaching and learning to LMIC audiences.",
keywords = "Distance learning, LMIC, MOOC, Pakistan",
author = "Aamna Pasha and Abidi, {Syed Hani} and Syed Ali",
year = "2016",
language = "English",
volume = "17",
pages = "221--228",
journal = "International Review of Research in Open and Distance Learning",
issn = "1492-3831",
publisher = "Athabasca University",
number = "6",

}

TY - JOUR

T1 - Challenges of offering a MOOC from an LMIC

AU - Pasha, Aamna

AU - Abidi, Syed Hani

AU - Ali, Syed

PY - 2016

Y1 - 2016

N2 - Massive open online courses (MOOCs) were initiated in the early 2000s by certain leading American and European universities. An integral part of the MOOC philosophy has been to provide open access to online learning. Despite their potential advantages to local audiences, faculty and institutions, the number of MOOCs offered from low and middle income countries (LMICs) remains low. The intent of this paper is to provide a reflective perspective on a MOOC recently offered from an LMIC, namely, Pakistan. According to our analysis, the main concern for the organizers of this MOOC was to maintain a high standard of quality, and to offer a course topic that responded to the academic needs of this region. The pedagogical strategy also emphasized on allowing the participants flexibility of time, enabling them to access the course content despite limitations with power shortages, internet speeds, and computer literacy. Despite the lack of resources and expertise, there is significant enthusiasm to introduce this form of teaching and learning to LMIC audiences.

AB - Massive open online courses (MOOCs) were initiated in the early 2000s by certain leading American and European universities. An integral part of the MOOC philosophy has been to provide open access to online learning. Despite their potential advantages to local audiences, faculty and institutions, the number of MOOCs offered from low and middle income countries (LMICs) remains low. The intent of this paper is to provide a reflective perspective on a MOOC recently offered from an LMIC, namely, Pakistan. According to our analysis, the main concern for the organizers of this MOOC was to maintain a high standard of quality, and to offer a course topic that responded to the academic needs of this region. The pedagogical strategy also emphasized on allowing the participants flexibility of time, enabling them to access the course content despite limitations with power shortages, internet speeds, and computer literacy. Despite the lack of resources and expertise, there is significant enthusiasm to introduce this form of teaching and learning to LMIC audiences.

KW - Distance learning

KW - LMIC

KW - MOOC

KW - Pakistan

UR - http://www.scopus.com/inward/record.url?scp=85008219568&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85008219568&partnerID=8YFLogxK

M3 - Article

VL - 17

SP - 221

EP - 228

JO - International Review of Research in Open and Distance Learning

JF - International Review of Research in Open and Distance Learning

SN - 1492-3831

IS - 6

ER -