%0	Book Section
%A	Yunusa, Abdullahi Abubakar
%A	Umar, Irfan Naufal
%A	Bervell, Brandford
%B	MOOC (Massive Open Online Courses)
%B	MOOC (Massive Open Online Courses)
%B	MOOC (Massive Open Online Courses)
%C	Nigeria, Africa
%C	Malaysia
%C	Ghana
%D	2021
%E	Cvetković, Dragan Mladen
%G	English
%I	InTechOpen
%K	MOOC
%K	production
%K	relations
%K	challenges
%K	sub-Saharan Africa
%K	higher education
%K	bibliometric review
%R	10.5772/intechopen.99041
%T	Massive Open Online Courses (MOOCs) in Sub-Saharan African Higher Education Landscape: A Bibliometric Review
%X	In this study, we examined articles focused on Massive Open Online Courses (MOOCs) implemented in the sub-Saharan African (SSA) Higher Education context that describes the different models of MOOCs enacted as an initiative to provide access and opportunity to acquire quality higher education across different disciplines within the sub-region. In addition, the review aims to identify those factors that facilitate or inhibit the success and growth of MOOCs in the SSA context to understand how MOOCs has fared between the time 2012 to 2021. Based on this premise, 30 articles were included in the review in accordance with the authors’ set criteria. Results revealed that there are very few collaborations, linkages, and relations between MOOCs researchers in SSA, similarly there is a slow growth of MOOCs production, Narrative, Conceptual and Discourse analysis are the dominant analytical methods, while the perennial challenges of poor internet connectivity, lack of policy framework, poor bandwidth and electricity and lack of personnel with the requisite competences were the major hinderances to MOOCs growth in SSA. The inferences, implications and future directions were discussed.
%*	yes
%>	http://www.oerknowledgecloud.org/archive/78755.pdf