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MOOCs in TVET Sectors of Developing Countries: Benefits, Possibilities, and Challenges

MOOCs in TVET Sectors of Developing Countries: Benefits, Possibilities, and Challenges

Md. Shahadat Hossain Khan, Mutwalibi Nambobi, Md. Sakawat Ali
Copyright: © 2018 |Pages: 26
ISBN13: 9781522534655|ISBN10: 1522534652|EISBN13: 9781522534662
DOI: 10.4018/978-1-5225-3465-5.ch003
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MLA

Khan, Md. Shahadat Hossain, et al. "MOOCs in TVET Sectors of Developing Countries: Benefits, Possibilities, and Challenges." Emerging Self-Directed Learning Strategies in the Digital Age, edited by Frank G. Giuseffi, IGI Global, 2018, pp. 22-47. https://doi.org/10.4018/978-1-5225-3465-5.ch003

APA

Khan, M. S., Nambobi, M., & Ali, M. S. (2018). MOOCs in TVET Sectors of Developing Countries: Benefits, Possibilities, and Challenges. In F. Giuseffi (Ed.), Emerging Self-Directed Learning Strategies in the Digital Age (pp. 22-47). IGI Global. https://doi.org/10.4018/978-1-5225-3465-5.ch003

Chicago

Khan, Md. Shahadat Hossain, Mutwalibi Nambobi, and Md. Sakawat Ali. "MOOCs in TVET Sectors of Developing Countries: Benefits, Possibilities, and Challenges." In Emerging Self-Directed Learning Strategies in the Digital Age, edited by Frank G. Giuseffi, 22-47. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3465-5.ch003

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Abstract

This chapter discusses about the recent innovation in the area of educational technology, which is widely known as Massive Open Online Courses (MOOCs). Very few studies in the existing literature elaborated about the MOOCs in the developed countries, where the focus was on mainly asserting the nature of MOOCs platform and its possibilities. However, very less attention has been observed in relation to incorporate MOOCs in TVET sectors of developing countries. In order to fill this gap, this chapter has four main areas to discuss: provides general features of MOOCs platform; identifies benefits of incorporating MOOCs; presents emerging possibilities of using MOOCs; and identifies the challenges confronting TVET sectors for integrating MOOCs in any developing country. In order to improve the present constraints, this chapter further provides suggestions and recommendations that are useful for TVET stakeholders for formulating policies in relation to MOOCs.

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