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Can MOOCs contribute towards enhancing disruptive pedagogic encounters in higher education

dc.contributor.authorWaghid, Y.en_ZA
dc.contributor.authorWaghid, F.en_ZA
dc.date.accessioned2017-04-11T12:16:33Z
dc.date.available2017-04-11T12:16:33Z
dc.date.issued2017
dc.identifier.citationWaghid, Y. & Waghid, F. 2017. Can MOOCs contribute towards enhancing disruptive pedagogic encounters in higher education. South African Journal of Higher Education, 31(1):1–13, doi:10.20853/31-1-1329
dc.identifier.issn1753-5913 (online)
dc.identifier.issn1011-3487 (print)
dc.identifier.otherdoi:10.20853/31-1-1329
dc.identifier.urihttp://hdl.handle.net/10019.1/101503
dc.descriptionCITATION: Waghid, Y. & Waghid, F. 2017. Can MOOCs contribute towards enhancing disruptive pedagogic encounters in higher education. South African Journal of Higher Education, 31(1):1–13, doi:10.20853/31-1-1329.
dc.descriptionThe original publication is available at http://www.journals.ac.za/index.php/sajhe
dc.description.abstractIn this article, we argue that MOOCs (massive open online courses) have the potential to enhance disruptive pedagogic encounters in higher education, especially in relation to a philosophy of African education. In the first part of the article, we expound on MOOCs as an initiative in higher education that grew out of a concern to advance access to higher education. Paradoxically, we show that MOOCs might not strictly advance equal access and inclusion but have the potential to cultivate student capacities of a critically transformative kind, more specifically, rhizomatic thinking, criticism and recognition of others. In the second part of the article, we show, in reference to an emerging MOOC, how an African philosophy of education should be considered as apposite to advance disruptive pedagogic encounters in higher education.en_ZA
dc.description.urihttp://www.journals.ac.za/index.php/sajhe/article/view/1329
dc.format.extent13 pages
dc.language.isoen_ZAen_ZA
dc.publisherHESA
dc.subjectMOOCsen_ZA
dc.titleCan MOOCs contribute towards enhancing disruptive pedagogic encounters in higher educationen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyright


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