The Potentiality of MOOCs as a Tool for Widening Access to Higher Education in the African Context: A Systematic Review

Abstract

Emerging educational technologies and technological pedagogical innovations such as massive open online courses (MOOCs) have flooded Africa's higher education (HE) sector with many promises. This paper aims to investigate the perceptions among African HE institutions regarding the potentiality of MOOCs as a tool to increase access to quality HE. A systematic review of papers in peer-reviewed journals published between 2013 and 2020 was conducted in academic databases and 15 papers were selected. Key findings reveal that MOOCs continue to make progress in the African HE sectors. Results also show that MOOCs are mostly used as a self-learning element supporting formal qualifications within African universities’ frameworks. This practice allows only a limited number with resources to access higher education. Remarkably, most of the studies report a lack of awareness of MOOCs in African higher education institutions (HEIs). The results are contextual and the challenges and opportunities within the contexts of African and other developing countries' HE are varied; however, I would argue that MOOCs have gained global interest and thus sharing the perceptions and approaches that underpin MOOCs as a viable tool for increasing access to HE is an important part of moving this agenda forward in the sector.