The Use of MOOCs in African ODeL Institutions for Academics' Career Advancement: An Autoethnographic Reflection
Keywords:
Autoethnography, career advancement, MOOCs, ODeL, professional development, recruitment and promotionAbstract
Integrating Massive Open Online Courses (MOOCs) into higher education has revolutionised access to knowledge and professional development opportunities worldwide. However, the recognition and impact of MOOCs on career advancement, particularly within African Open Distance e- Learning (ODeL) institutions, remain underexplored. This paper argues that MOOCs in African ODeL higher education institutions are not yet recognised as a viable means to support academics' career advancement. This paper delves into an autoethnographic study of two academics from different African countries – South Africa and Nigeria - examining their journeys and experiences with MOOCs and how these have influenced their professional development, academic appointments, and promotions. Through reflective journals, e-mails, and WhatsApp discussions, the study reveals a complex landscape where some higher education institutions still overlook MOOCs in their recruitment and promotion processes. Despite this, the participants' strong desire to enhance their knowledge and skills through MOOCs underscores the potential of these courses to contribute significantly to professional growth in academia.
Résumé : L'intégration des cours en ligne ouverts et massifs (MOOCs) dans l'enseignement supérieur a révolutionné l'accès au savoir et aux opportunités de développement professionnel à l'échelle mondiale. Cependant, la reconnaissance et l'impact des MOOCs sur l'avancement de carrière, en particulier au sein des institutions africaines d'apprentissage ouvert et à distance (ODeL), restent peu explorés. Cet article soutient que les MOOCs dans les institutions africaines d'enseignement supérieur en ODeL ne sont pas encore reconnus comme un moyen viable pour soutenir l'avancement de carrière des universitaires. Cet article explore une étude autoethnographique de deux universitaires provenant de différents pays africains – l'Afrique du Sud et le Nigeria – en examinant leurs parcours et expériences avec les MOOCs et la manière dont ceux-ci ont influencé leur développement professionnel, leurs nominations académiques et leurs promotions. À travers des journaux réflexifs, des e-mails et des discussions sur WhatsApp, l'étude met en lumière un paysage complexe où certaines institutions d'enseignement supérieur continuent d'ignorer les MOOCs dans leurs processus de recrutement et de promotion. Malgré cela, le fort désir des participants d'améliorer leurs connaissances et compétences grâce aux MOOCs souligne le potentiel de ces cours à contribuer de manière significative à la croissance professionnelle dans le milieu académique.
Mots-clés : Autoethnographie ; avancement de carrière ; MOOCs ; ODeL ; développement professionnel ; recrutement et promotion
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