Abstract:

Massive Open Online Courses (MOOCs) have generated interest for their potential to increase access to education for a broad range of learners at low costs. They have a distinct advantage of easily scaling across large geographies, providing quality education to millions of learners. However, MOOCs have been seen to be used more by the privileged and already educated. South Africa has an endemic challenge of high unemployment, to a degree due to insufficiently skilled/educated potential workers. The traditional high-er education system does not have enough spaces to accommodate most qualifying school leavers. Could MOOCs be a partial answer in solving this challenge?

This study investigates the potential impact of MOOCs in increasing access to higher education for underprivileged South African learners. A qualitative research approach was followed to look at the perspectives, barriers and experiences of South African disadvantaged learners in accessing and using MOOCs to pursue higher education opportunities without being formally enrolled at institutions. Twenty-five (25) participants presented their views during one-on-one interviews.

Most participants agreed that MOOCs have a meaningful role to play in access to education by the South African underprivileged learners. Various negative and positive factors that affect the learners in accessing education are discussed. The participants further highlighted the access barriers imposed by higher education institutions in accessing higher education. Finally, the participants identified seven (7) positive and seven (7) negative factors that broadly influence the use of MOOCs by underprivileged South African learners. These findings present a nuanced understanding of how some South African underprivileged learners perceive the value of higher education, factors that affect access to it and factors that affect the learners’ access to MOOCs. These new insights bring new knowledge to existing literature on how MOOCs can be used by the South African underprivileged learners in accessing higher education.

Keywords:

MOOCs, Access to higher education, South African underprivileged learners.