Vula

Perspectives from African MOOC takers: understanding transitions in and out of learning and work

(UCT Principal Investigator: A/Prof. Jeff Jawitz)

Back (left to right): Janet Small, Lucia Thesen, Gideon Nomdo, Tasneem Jaffer. Front (left to right): Jeff Jawitz, Aditi Hunma, Sukaina Walji, Andrew Deacon

Extended research team: Back (left to right): Janet Small, Lucia Thesen, Gideon Nomdo, Tasneem Jaffer. Front (left to right): Jeff Jawitz, Aditi Hunma, Sukaina Walji, Andrew Deacon

The research project involves interviewing people completing the Massive Open Online Courses (MOOCs) created by UCT who live in African countries to deepen understands the value people see in open online learning opportunities. Many people are increasingly seeking to move between work and learning, between different disciplines of knowledge, and between different levels of learning. Understanding and supporting such transition pathways ­ in and out of learning and work ­ is important for universities who are serving increasingly diverse cohorts of students. Specifically understanding how people living in African countries, and particularly South Africans, make use of open online learning opportunities for these transitions is important to inform the development of what types of online education provision universities could offer.

Through the UCT MOOCs Project, we have data related to Massive Open Online Courses (MOOCs) from student enrolments from across the world, which includes South African students and potential students. This research will focus on the Africans who have participated in MOOCs offered by UCT because comparatively little is known about this segment of students.

The core research question is ‘how do African MOOC takers, and specifically South African students, use open online courses to support transitioning in and out of learning and work?’

This research project  aims towill develop CHED staff’s understanding of the value and problems of accessing online support courses for people facing transitions in and out of learning and work, and inform the development of more appropriate online offerings. CHED is being asked to give guidance to the University about the use of technology in support of the key goals of teaching and learning in the context of inequality. This research will enable us to better understand learners’ experiences and uses of online offerings. Our development of MOOCs, and ADP’s applications of online modes and platforms to expanding support services offer a unique opportunity to survey a large number of learners who have already engaged in some way with UCT’s online educational support offerings.

The research project runs from mid-2017 until mid-2020, beginning with a pilot phase in 2017. In the pilot phase, the research team designed and tested both the quantitative online survey instrument and the qualitative research interview questions with a small sample of MOOC takers. Drawing on the experience of the pilot, we  sent surveys to start in 2018 to survey all UCT MOOC takers living in Africa to request an interview on their reasons for taking MOOCs and what they have valued from learning online and the challenges they have faced.

In 2018, we have interviewed more than 40 participants from African countries, particularly those from South Africa, about their transitions. Later we will interview MOOC takers who are current students at South African higher education institutions. This specific focus on students will allow us to probe how people at universities are making use of MOOCs for transitioning within levels of higher education, crossing disciplines or moving into the workplace.

The interviews help to probe and understand current and potential uses of online courses by people wishing to study further. The outputs of the project include understanding the needs of people looking at universities to study further and offer new insights into the provision of appropriate online support for those making these transitions in and out of learning and work.

Nchangwi  Munung joined the team as research assistant. She has completed an MSc in Biochemistry (2007, University of Buea, Cameroon) and an MSc in Medicine (2016, UCT). She is currently registered for a PhD in Medicine at UCT.

 

 

 

 

Research outputs

13th International Conference on eLearning (ICEL) 5-6 July 2018, Cape Town

1. Wrapping of a Social Innovation MOOC

Deacon, A., Jaffer, T., Jawitz, J., Small, J. and Walji, S.  (2018), CILT, University of Cape Town, South Africa

  • Presentation
  • Paper Published in the Proceedings of the 13th International Conference on e-Learning ICEL, Cape Town Peninsula University of Technology, Cape Town, 5-6 July 2018. Edited by Professor Eunice Ivala

2. Understanding How Participants Use Open Online Courses for Transitions

  • Walji, S., Deacon, A., Jawitz, J., Small, J. and Jaffer, T.  (2018), CILT, University of Cape Town, South Africa
  1. Presentation
  2. Paper Published in the Proceedings of the 13th International Conference on e-Learning ICEL, Cape Town Peninsula University of Technology, Cape Town, 5-6 July 2018. Edited by Professor Eunice Ivala

Coursera Partners Conference, March 2018, Arizona

Poster:

Fourth Biennial Conference of the South African Society for Engineering Education, June 2017, Cape Town

Paper:

Presentation:

Higher Education Learning & Teaching Association of Southern African (HELTASA) conference, November 2017, Durban

Presentations:

 

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