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Radical Solutions for Education in AfricaOpen Education, Open Learning and Open Teaching at the African University

Radical Solutions for Education in Africa: Open Education, Open Learning and Open Teaching at the... [In this chapter, we focus on three purposively selected African universities that have embraced open education, open learning and open teaching, and discuss possible reasons why others have only partially or not at all taken the “open” route. Evidence on the status of Open Education is generated using a non-obtrusive methodology embedded within social media. Official Facebook sites for three universities in Eswatini, South Africa and Zambia are purposively selected and further interrogated retrospectively for a period of 12 months to elicit discussion from the posts of staff and students on the phenomenon under study. Given the prevailing Covid-19 pandemic, it becomes imperative that we take a closer look at Higher Education and how it has responded to the demands of the “new normal” which have compelled nearly all institutions to adopt open teaching and open learning approaches to survive. In the first instance, definitions of the concept of open education and its “relatives”, open teaching and open learning, are considered. Consensus on the meaning and depth of these notions is important for wider roll-out. The chapter then goes on to describe some enablers and disablers that make teaching and learning more “open” to achieve the sustainable development goals related to education.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Radical Solutions for Education in AfricaOpen Education, Open Learning and Open Teaching at the African University

Part of the Lecture Notes in Educational Technology Book Series
Editors: Burgos, Daniel; Olivier, Jako
Simui, Francis; Ferreira-Meyers, Karen
Radical Solutions for Education in Africa — Aug 3, 2021
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19 pages

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References (6)

Publisher
Springer Singapore
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021
ISBN
978-981-16-4098-8
Pages
129 –148
DOI
10.1007/978-981-16-4099-5_7
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter, we focus on three purposively selected African universities that have embraced open education, open learning and open teaching, and discuss possible reasons why others have only partially or not at all taken the “open” route. Evidence on the status of Open Education is generated using a non-obtrusive methodology embedded within social media. Official Facebook sites for three universities in Eswatini, South Africa and Zambia are purposively selected and further interrogated retrospectively for a period of 12 months to elicit discussion from the posts of staff and students on the phenomenon under study. Given the prevailing Covid-19 pandemic, it becomes imperative that we take a closer look at Higher Education and how it has responded to the demands of the “new normal” which have compelled nearly all institutions to adopt open teaching and open learning approaches to survive. In the first instance, definitions of the concept of open education and its “relatives”, open teaching and open learning, are considered. Consensus on the meaning and depth of these notions is important for wider roll-out. The chapter then goes on to describe some enablers and disablers that make teaching and learning more “open” to achieve the sustainable development goals related to education.]

Published: Aug 3, 2021

Keywords: Africa; Open education; Open teaching; Open learning policy and implementation; University

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