The Changing Face of Education and the Dilemma of Massive Open Online Courses (MOOCs) in Nigeria’s Tertiary Institutions: Implications for Development
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Abstract
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On-going studies indicates that the changing face of
education via online instruction has drastically turned the tables
on the essence of the flipped classroom where usually class work
goes home and home work comes to class, a scenario referred to
as ‘education tsunami’. Aside the psychological and ethical
problems arising from this scenario, preliminary studies carried
out among Nigerian tertiary institutions revealed that most
students tend to feel their fingers burnt out when they fail to get
expected results from the exercise (enrolling in a Massive Open
Online Course ‘MOOC’ programme). While employing the
traditional methods of rational critical analysis in philosophy to
interrogate, and analyze the major contending arguments on the
place and relevance of MOOCs in Nigeria’s 21st century
educational development, preliminary investigations show an
increasing number of students dropping out of MOOCs
programmes as a result of problems ranging from distancing
phobia and unnecessary anxiety. The flipped classroom model is
however recommended as a method which institutions and
educators need to embrace since it offers a win-win situation for
both students and facilitators.
Keywords
JC Political theory