References
- Africano, N., Rodrigues, A. S., & Santos, G. (2019). The main benefits of the implementation of the quality management system in higher education institutions in Angola. Quality Innovation Prosperity, 23(3), 122–225. https://doi.org/https://doi.org/10.12776/qip.v23i3.1292
- Annabi, C. A., & Wilkins, S. (2016). The use of MOOCs in transnational higher education or accreditation of prior learning, programme delivery, and professional development. International Journal of Educational Management, 30(6), 959–975.
- Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78(4), 227–236. https://doi.org/https://doi.org/10.1016/j.compedu.2014.06.006
- Bates, T. (2012). What’s right and what’s wrong about Coursera-style MOOCs? Retrieved June 18, 2021, from http://www.tonybates.ca/2012/08/05/whats-right-and-whatswrong-about-coursera-style-moocs/
- Bates, T. (2014). A balanced research report on the hopes and realities of MOOCs. Weblog. Retrieved June 10, 2021, from http://www.tonybates.ca/2014/05/15/a-balanced-research-report-on-the-hopes-and-realities-of-moocs
- Bezy, M. (2013). Africa Oye: Raising the bar in Africa’s higher education quality – The impact on the ICT industry and the danger for Africa. Retrieved June 15, 2021, from http://brel54.blogspot.com/2013/09/raising-bar-in-africas-higher-education.html
- Boga, S., & Mcgreal, R. (2014). Introducing MOOCs to Africa: New economy skills for africa program. ICT. Retrieved June 16, 2021, from http://www.col.org/PublicationDocuments/MOOCs_in_Africa_2014_Boga-McGreal.pdf
- Bowen, M. (2020). Covid-19 has changed how we teach students. Veterinary Record, 186(14), 461–468. https://doi.org/https://doi.org/10.1136/vr.m1535
- Bruff, D., Fisher, D., Mcewen, K., & Smith, B. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. Journal of Online Learning & Teaching, 9(2), 9–31.
- Chen, Y. (2014). Investigating MOOCs through blog mining. The International Review of Research in Open and Distributed Learning, 15(2), 85–106. https://doi.org/https://doi.org/10.19173/irrodl.v15i2.1695
- Coursera. (2013). Introducing Coursera learning hubs: Global participation, local access, and support! Coursera Blog. Retrieved June 20, 2021, from http://blog.coursera.org/post/65596539008/introducing-coursera-learning-hubs-global
- Cummins-Sebree, S. E., & White, E. (2014). Using the flipped classroom design: Student impressions and lessons learned. Association for University Regional Campuses of Ohio, 20(3), 95–106.
- Czerniewicz, L., & Naidoo, U. (2013). MOOC-less in Africa. Open UCT Initiative. Retrieved June 10, 2021, from http://openuct.uct.ac.za/blog/mooc-less-africa
- Davis, D., Kizilcec, R. F., Hauff, C., & Houben, G. J. (2018). The half-life of MOOC knowledge: A randomized trial evaluating knowledge retention and retrieval practice in MOOCs. ACM International Conference Proceeding Series. https://doi.org/https://doi.org/10.1145/3170358.3170383
- Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–462. https://doi.org/https://doi.org/10.1007/s12528-018-9179-z
- Escher, G., Noukakis, D., & Aebischer, P. (2014). Boosting higher education in Africa through shared massive open online courses in education, learning, training: Critical issues for development. International Development Policy Series No. 5. Graduate Institute Publications, Boston: Brill-Nijhoff, pp. 195–214.
- Gamage, D., Fernando, S., & Perera, I. (2018). Increasing interactivity and collaborativeness in MOOCs using facilitated groups: A pedagogical solution to meet 21st-century goals in IEEE Education Conference (EDUCON2018), Tenerife, Spain.
- Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/https://doi.org/10.1016/j.iheduc.2004.02.001
- Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/https://doi.org/10.1016/j.jneb.2014.08.008
- Graham, C. R. (2009). Blended learning models. In Encyclopedia of information science and technology (2nd ed.). Brigham Young University.
- Hodari, J. (2013). The developing world shouldn’t fear MOOCs: Online courses won’t hurt local educational systems – they’ll help. Retrieved July 25, 2021, from http://slate.com/articles/technology/futuretense/2013/11
- Hollands, F. M., & Tirthali, D. (2014). MOOCs: Expectations and reality. Center for Benefit-Cost Studies of Education, Teachers College, Columbia University. Retrieved July 12, 2021, from http://cbcse.org/wordpress/wp-content/uploads/2014/05/MOOCs
- Hollands, F. M., & Tirthali, D. (2014). MOOCs: Expectations and reality. Retrieved July 18, 2021, from http://cbcse.org/wordpress/wp-content/uploads/2014/05
- Jarrett, J. (2012). What are “MOOCs” and why are education leaders interested in them? Blog of the Bill & Melinda Gates Foundation. Retrieved July 12, 2021, from http://huffingtonpost.com
- Johnson, C. A. (2007). Library and information science education in developing countries. The International Information and Library Review, 39(2), 67–71.
- Kaiser, J. (2020). Disease experts call for the nationwide closure of US schools and businesses. Retrieved July 18, 2021, from https://doi.org/https://doi.org/10.1126/science.abb7544
- Kanwar, A. (2014). Old wine in new bottles? Exploring MOOCs. Commonwealth of Learning. Retrieved July 18, 2021, from http://www.col.org/resources/speeches
- King, S. E., & Arnold, K. C. (2012). Blended learning environments in higher education: A case study of how professors make it happen. Mid-Western Education Research, 25(2), 44–59.
- Liyanagunawardena, T. R., Williams, S., & Adams, A. (2013). The impact and reach of MOOCs: A developing country’s perspective. Retrieved July 18, 2021, from http://openeducationEuropa.eu/en/article
- Mcauley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. Retrieved July 25, 2021, from http://www.elearnspace.org/articles/MOOC_Final.pdf
- Ministry of Education. (2006, December 10). Scholarships for university education outside the country. Times of Swaziland.
- Ministry of Education. (2006, December 11). Scholarships for university education outside the country. Swazi Observer.
- Ministry of Education. (2006, December 11). Scholarships for university education outside the country. Swaziland Today.
- Ministry of Education. (2007, January 11). Scholarships for university education outside the country. Times of Swaziland.
- Ministry of Education. (2007, January 11). Scholarships for university education outside the country. Swazi Observer.
- Ministry of Education. (2007, January 11). Scholarships for university education outside the country. Swaziland Today.
- Mitchell, A. (2013). The underlying inequality of MOOCs. Retrieved June 15, 2021, from http://e-learning-africa.com/eLA_Newsportal/the-underlying-inequality-of-moocs
- Moher, D., Alessandro, L., Jennifer, T., & Douglas, G. A. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/https://doi.org/10.7326/0003-4819-151-4-200908180-00135
- Mok, H. N. (2014). Teaching tip. The Flipped Classroom, 25(1), 7–12.
- Ndlangamandla, K. C., & Ocholla, D. (2012). Library and information education and training in Swaziland. Mousaion, 29(2), 158–172.
- Ocholla, D. N. (2008). The current status and challenges of collaboration in library and information science education and training in Africa. New Library World, 109(9/10), 466–479. https://doi.org/https://doi.org/10.1108/03074800810910496
- Ocholla, D., & Bothma, T. (2007). Trends, challenges, and opportunities for LIS education and training in eastern and southern Africa. New Library World, 108(1/2), 55–78. https://doi.org/https://doi.org/10.1108/03074800710722180.
- O’Prey, P. (2013). Massive Open Online Course, Higher Education digital moments? Universitiesuk,
- Raja, M. A., & Kallarakal, T. K. (2020). COVID-19 and students’ perception about MOOCs: A case of Indian higher educational institutions. Interactive Technology and Smart Education, 18(3), 10–45.
- Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17(3), 74–84. https://doi.org/https://doi.org/10.1016/j.iree.2014.08.003
- Shah, M. A., & Calonge, D. S. (2019). Frugal MOOCs: An adaptable contextualized approach to MOOC designs for refugees. International Review of Research in Open and Distributed Learning, 20(5), 1–19.
- Siemens, G. (2012). MOOCs are really a platform. In Elearnspace Blog, July 25, 2012. Retrieved June 18, 2021, from http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform
- Siemens, G. (2020). Pioneering the path to connectivism, MOOCs, and learning analytics. Retrieved July 1, 2021, from https://www.leadinglearning.com/episode-238-connectivism-moocs-learning-analytics-george-siemens
- Swaziland Government Scholarship Department. (2017). General information for the award of scholarships in Swaziland. Retrieved June 3, 2021, from http://www.gov.sz/index.php?option content&view=article&id=409:scholarshipdepartment&catid=76
- Trucano, M. (2013). MOOCs in Africa. World Bank blog on ICT use in Education. Retrieved June 3, 2021, from http://blogs.worldbank.org/edutech/moocsin-africa
- Tsabedze, V. (2019). A framework for massive open online courses in archives and records management in Eswatini. Journal of the Southern African Society of Archivists, 52(3), 17–24.
- Tsabedze, V. (2021). MOOCs and OER: A model for library and information science education. Internet Reference Services Quarterly, 25(3), 87–106. https://doi.org/https://doi.org/10.1080/10875301.2021.1930621
- Tsabedze, V., & Adeyinka, T. (2020). Open distance e-learning: A model for library and information science education in Eswatini. Journal of Library & Information Services in Distance Learning, 14(1), 61–78. https://doi.org/https://doi.org/10.1080/1533290X.2020.1772938
- Tsabedze, V., & Ngoepe, M. (2019). A framework for archives and records management: Education in an open distance e-learning environment in Eswatini. Education for Information Journal, 35(2), 1–19.
- Tsabedze, V., & Ngoepe, M. (2020). A framework for quality assurance for archives and records management education in an open distance e-learning environment. The International Journal of Information and Learning Technology, 38(1), 91–102. https://doi.org/https://doi.org/10.1108/IJILT-03-2020-0033
- Tsabedze, V., & Tella, A. (2020). Awareness and use of massive open online courses among library and information science professionals in Eswatini. Journal of Electronic Resources Librarianship, 32(4), 253–257. https://doi.org/https://doi.org/10.1080/1941126X.2020.1821990
- UNESCO. (2013). Introduction to MOOCs: Avalanche, illusion, or augmentation? Retrieved June 6, 2021, from http://iite.unesco.org/pics/publications/en/files/3214722.pdf
- Unwin, T., Kleessen, B., Hollow, D., Williams, J. B., Oloo, L. M., Alwala, J., Mutimucuio, I., Eduardo, F., & Muianga, X. (2010). Digital learning management systems in Africa: Myths and realities. Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 5–23. https://doi.org/https://doi.org/10.1080/02680510903482033
- Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–325. https://doi.org/https://doi.org/10.1080/01587919.2013.835779
- Wulf, J., Blohm, I., Leimeister, J. M., & Brenner, W. (2014). Massive open online courses. Business & Information Systems Engineering, 6(2), 111–114. https://doi.org/https://doi.org/10.1007/s12599-014-0313-9
- Yuan, L., Powell, S., & Cetis, J. (2013). MOOCs and open education: Implications for higher education. Retrieved June 15, 2021, from http://publications.cetis.ac.uk/2013/667
- Zhou, T., Huang, S., Cheng, J., & Xiao, Y. (2020). The distance teaching practice of combined mode of massive open online course micro-video for interns in the emergency department during the COVID-19 epidemic period. Telemedicine and e-Health, 26(5), 584–589. https://doi.org/https://doi.org/10.1089/tmj.2020.0079