With e-learning technologies evolving and expanding at high rates, organizations and institutions around the world are integrating massive open online courses (MOOCs) and other open educational resources (OERs). MOOCs and Open Education in the Global South explores the initiatives that are leveraging these flexible systems to educate, train, and empower populations previously denied access to such opportunities.

Featuring contributors leading efforts in rapidly changing nations and regions, this wide-ranging collection grapples with accreditation, credentialing, quality standards, innovative assessment, learner motivation and attrition, and numerous other issues. The provocative narratives curated in this volume demonstrate how MOOCs and OER can be effectively designed and implemented in vastly different ways in particular settings, as detailed by experts from Asia, Latin America, the Middle East, Africa, the Pacific/Oceania, and the Caribbean. 

This comprehensive text is an essential resource for policy makers, instructional designers, practitioners, administrators, and other MOOC and OER community stakeholders.

chapter 1|14 pages

MOOCs and Open Education in the Global South

Successes and Challenges
ByKe Zhang, Curtis J. Bonk, Thomas C. Reeves, Thomas H. Reynolds

section Section 1|26 pages

Historical Perspectives

chapter 2|11 pages

A Historical Journey Into K-MOOCs Leading to Possible Collaborations With North Korea

ByYong Kim, Ock Tae Kim, Jin Gon Shon

chapter 3|13 pages

Current State of Practice and Research on MOOCs in Mainland China

A Critical Review
ByJianli Jiao, Yibo Fan

section Section 2|86 pages

Current Practices and Designs

chapter 4|11 pages

The Different Faces of Open in Egypt

ByMaha Bali, Nadine Aboulmagd

chapter 5|7 pages

Delivering on the Promise of Open Educational Resources

Pitfalls and Strategies
ByRajiv S. Jhangiani

chapter 6|9 pages

Massive Open Online Courses

The State of Practice in Indonesia
ByTian Belawati

chapter 7|9 pages

Orchestrating Shifts in Perspectives and Practices About the Design of MOOCs

BySom Naidu, Shironica P. Karunanayaka

chapter 9|9 pages

Nepali High School Students in Massive Open Online Courses (MOOCs)

Impressive Results and a Promising Future
ByBaman Kumar Ghimire, Bishwa Raj Gautam

chapter 10|14 pages

MOOCs in Latin America

Trends and Issues
ByJaime Sánchez, José Reyes-Rojas

chapter 11|14 pages

The Emotional Benefits of Diversity in MOOCs

Reshaping Views of Online Education Through Exposure to Global Learners
ByTrang Phan

section Section 3|52 pages

MOOCs and Open Education for Professional Development

chapter 12|10 pages

Insights Into a Nationwide pdMOOC Portal

Bilgeis.net of Turkey
ByKursat Cagiltay, Sezin Esfer, Berkan Celik

chapter 13|16 pages

Promoting Open Education and MOOCs in Thailand

A Research-Based Design Approach
ByThapanee Thammetar, Jintavee Khlaisang

chapter 14|13 pages

Capacity Building of Teachers

A Case Study of the Technology-Enabled Learning (TEL) Massive Open Online Courses
BySanjaya Mishra, Martha Cleveland-Innes, Nathaniel Ostashewski

chapter 15|10 pages

The Development of MOOCs as Incubation SPACE for Professional and Institutional Learning

A View From South Africa
ByAntoinette van der Merwe, J. P. Bosman, Miné de Klerk

section Section 4|48 pages

Multi-Country Collaborations and Collections

chapter 16|18 pages

Courses for a Cause

MOOC Contributions to a “Better Place for All”
ByMarianne E. Krasny, Zahra Golshani, Brittney López Hampton Coleman, Juan Felipe Restrepo Mesa, Michael Schrenk, Masango Roderick Warakula, Gail Woon, Yueyang Yu

chapter 17|13 pages

MOOCs in Six Emerging APEC Member Economies

Trends, Research, and Recommendations
ByInsung Jung, Gibran A. Garcia Mendoza, Jennifer Christine Fajardo, Roberto B. Figueroa, Siaw Eng Tan

chapter 18|15 pages

A Glimpse on How MOOCs From IDB Are Impacting Learners in Latin America and the Caribbean

ByEdgar González, Antonio García, Carlos Macher, Dou Zhang

section Section 5|44 pages

Government Policies and Strategies

chapter 19|7 pages

Advancing Open Education Policy in Brazilian Higher Education

ByTel Amiel, Tiago C. Soares

chapter 21|11 pages

OERs for Development (OERs4D) Framework as Designed and Implemented in the Philippines

ByMelinda dela Peña Bandalaria

chapter 22|15 pages

Disruptive Learning

Inspiring the Advancement of MOOCs in the Middle East
ByAbtar Darshan Singh, Sumayyah Abuhamdieh, Shriram Raghunathan

section Section 6|56 pages

Organizational Innovations

chapter 23|13 pages

Open Education in the World Bank

A Significant Dividend for Development
BySheila Jagannathan

chapter 24|14 pages

From OER to OEP

The Case of an OER-Integrated Teacher Education eLearning Program in Africa
ByAtieno Adala

chapter 25|10 pages

Responsive Innovations in MOOCs for Development

A Case Study of AgMOOCs in India
ByBalaji Venkataraman, Tadinada V. Prabhakar

chapter 26|17 pages

Implementing a Skills Accelerator to Prepare Students in Kenya for Online-Only Bachelor’s and MBA Programs That Require MOOCs and OER

A Case Study
ByMichael C. Mayrath, Craig Brimhall, Graham Doxey, Scott Doxey, Joshua Stroup

section Section 7|24 pages

The Future of MOOCs and Open Education

chapter 28|9 pages

MOOCs and Open Education in the Global South

Future Opportunities
ByThomas H. Reynolds, Thomas C. Reeves, Curtis J. Bonk, Ke Zhang