Enhancing the Quality of Computer Science Education with MOOCs in Sub-Saharan Africa

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Author(s): Joel S. Mtebe (University of Dar es Salaam, Tanzania)and Mussa M. Kissaka (University of Dar es Salaam, Tanzania)
Copyright: 2016
Pages: 12
Source title: Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Grace Onchwari (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-9680-8.ch019

Keywords: Blended & Mobile Learning / Education / Educational Technologies / Information Science Reference

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Abstract

The quality of computer science education in higher education in Sub-Saharan Africa is reported to be poor. This is due to acute shortage of well-trained faculty members, irrelevant and outdated curricula, and poor teaching methodology. Although several interventions exist to improve the quality of computer science education in the region, there have not yet been many attempts to systematically adapt and integrate Massive Open Online Courses (MOOCs) in computer science education. This chapter presents approaches that can be used by faculty members to adapt and integrate MOOCs in order to enhance the quality of computer science education. These approaches are the first steps towards helping faculty members and institutions in Sub-Saharan Africa to utilize the potential of MOOCs to improve the quality of computer science education and to equip students with employable skills for both local and international IT industry.

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Enhancing the Quality of Computer Science Education with MOOCs in Sub-Saharan Africa

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