Document Type
Article
Publication Date
2016
DOI
10.7709/jnegroeducation.85.4.0480
Publication Title
The Journal of Negro Education
Volume
85
Issue
4
Pages
480-488
Abstract
This article reviews the extant literature on distance learning technologies and historically Black colleges and universities (HBCUs). In the context of increased attention to massive open online courses (MOOCs), this article argues that HBCUs’ challenges with respect to their technological infrastructure suggests that they may be better suited to serve as advocates for bridging the persistent digital divide in the nation rather than adopters of MOOCs as a new instructional platform. The authors offer some suggestions for further research to ensure that HBCUS leaders can address larger systemic issues affecting the quality of education on their campuses.
Original Publication Citation
Samayoa, A. C., Nguyen, T.-H., Gasman, M., Commodore, F., & Abiola, U. (2016). Examining the potential of massive open online courses (MOOCs) at historically black colleges and universities (HBCUs). The Journal of Negro Education, 85(4), 480-488. doi:10.7709/jnegroeducation.85.4.0480
Repository Citation
Samayoa, Andrés Castro; Nguyen, Thai-Huy; Gasman, Marybeth; Commodore, Felicia; and Abiola, Ufuoma, "Examining the Potential of Massive Open Online Courses (MOOCs) at Historically Black Colleges and Universities (HBCUs)" (2016). Educational Foundations & Leadership Faculty Publications. 37.
https://digitalcommons.odu.edu/efl_fac_pubs/37
Included in
Curriculum and Social Inquiry Commons, Educational Leadership Commons, Online and Distance Education Commons
Comments
Posted with the permission of the publisher.