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Expanding Access to Higher Education Through Blended MOOCs: A Case Study From a Ghanaian University
Author(s): John K. E. Edumadze (University of Cape Coast, Ghana), Desmond W. Govender (University of KwaZulu-Natal, South Africa), Gladys E. Edumadze (University of Cape Coast, Ghana), Ernest K. Bentum (University of Cape Coast, Ghana)and Moses Setiga (University of Cape Coast, Ghana)
Copyright: 2026
Pages: 38
EISBN13: 9798260021569
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Abstract
This chapter evaluates the efficacy of blended MOOCs in promoting universal educational access at the University of Cape Coast, Ghana, by examining data from 2,875 students. The study reveals significant insights regarding the revised Community of Inquiry (RCoI) model and the extended unified theory of acceptance and use of technology (UTAUT2): Campus-based course engagement exceeded MOOC engagement, although teaching presence and learning presence significantly augmented engagement. The results suggest that blended MOOCs could improve access to education in settings with limited resources. However, challenges persist, such as facilitating conditions and effort expectancy, which were the least favourable UTAUT factors. The chapter ends with practical suggestions for improving institutional policies and integrated learning frameworks to help achieve the goals of SDG 4 in the Global South. These empirically substantiated observations contribute to the ongoing discourse regarding technology-mediated learning as a means to achieve egalitarian and scalable education.
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