Can MOOCs contribute towards enhancing disruptive pedagogic encounters in higher education

Authors

  • Y. Waghid Stellenbosch University
  • F. Waghid Stellenbosch University

DOI:

https://doi.org/10.20853/31-1-1329

Abstract

In this article, we argue that MOOCs (massive open online courses) have the potential to enhance disruptive pedagogic encounters in higher education, especially in relation to a philosophy of African education. In the first part of the article, we expound on MOOCs as an initiative in higher education that grew out of a concern to advance access to higher education. Paradoxically, we show that MOOCs might not strictly advance equal access and inclusion but have the potential to cultivate student capacities of a critically transformative kind, more specifically, rhizomatic thinking, criticism and recognition of others. In the second part of the article, we show, in reference to an emerging MOOC, how an African philosophy of education should be considered as apposite to advance disruptive pedagogic encounters in higher education.

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Author Biographies

Y. Waghid, Stellenbosch University

Yusef Waghid is distinguished professor of philosophy of education at Stellenbosch University

F. Waghid, Stellenbosch University

Faiq Waghid is advisor for educational technology in the Centre for Learning Technologies at Stellenbosch University

References

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Published

2017-12-20

How to Cite

Waghid, Y., and F. Waghid. 2017. “Can MOOCs Contribute towards Enhancing Disruptive Pedagogic Encounters in Higher Education”. South African Journal of Higher Education 31 (1):1-13. https://doi.org/10.20853/31-1-1329.

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