Adoption of Massive Open Online Courses (MOOC) for Librarians’ Professional Development in Africa

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries

ANGGARAN; Perencanaan dan Pengendalian Laba

2 jil.; 26 cm

Membasmi Korupsi

xxviii + 296 hlm.; 21 cm

ANGGARAN; Perencanaan dan Pengendalian Laba (Buku 2)

2 jil.; 26 c

Technology-Enhanced Learning in Higher Education

© 2014 by IGI Global. All rights reserved. This chapter explores issues that affect the uptake and integration of Technology in Higher Education, developing a framework to overcome some of the barriers. Technological adoption varies across disciplines. The authors consider disciplines as tribes, where some find technology acceptable and an enabler, whilst for others it is alien and deemed inappropriate. Some territories reflect technology as an area to defend and expand, whilst for others the imposition of technology and associated practices are considered a hostile intrusion into discipline practice. Within the framework, the authors reflect on various perspectives: practitioners', students', and support teams' perspectives within the wider ecosystems and structures. Practitioner concerns reflect discipline traditions and practices, from teaching through to assessment and how to manage the Wikipedia generation. Students' needs in a technological age reflect the demands of the Netizen as student, and the rise and challenge of MOOCs to the teacher and the learner. Institutional mechanisms provide the situation for the use of technology. The authors provide a framework within which to explore the above concerns and describe mechanisms to unite the academic tribes, to see the territorial boundaries as artificial and counter-productive, and to enable the utilisation of E-Learning in current and future Higher Education settings