Knowledge and use of MOOCs for teaching by library and information science educators in higher educational institutions in Nigeria

Abstract

This study investigates the knowledge and use of MOOCs for teaching among Library and Information Science educators in Nigerian Higher Educational Institutions. A cross-sectional survey of 85 LIS educators across Nigerian universities was conducted. The findings reveal a moderate level of conceptual familiarity with MOOCs but limited applied knowledge of pedagogical integration. While institutional support and student usage of MOOCs are present, direct incorporation into instructor-led curricula is lacking. The results reveal a mix of perceived barriers, with a lack of awareness about available MOOCs and insufficient institutional support emerging as the closest to moderate concerns. However, factors like content quality issues, increased workload demands, costs, and doubts about student motivation did not appear to be major impediments. The results highlight the need for comprehensive professional development, locally relevant MOOC content development, institutional policies incentivizing MOOC adoption, and further research on student outcomes. This study contributes insights into the current MOOC landscape within Nigerian LIS education and provides recommendations for stakeholders to facilitate more effective integration of these online learning platforms.