Education is a basic human right, enshrined in both the 1951 Convention relating to the Status of Refugees and the 1989 Convention on the Rights of the Child. And during times of displacement, education plays an additional invaluable role in fostering social cohesion, addressing psychosocial needs and providing a safe and stable environment for those who need it most(Devine,2015).
Currently, information and communication technologies (ICTs) have been playing an increasingly important role within the field of education in emergencies. This can be seen not only in the use of ICTs by humanitarian workers for their information, coordination and communication needs during emergency preparedness, response and recovery, but also in the increasing capacities for ICTs to be used for improving education provision and access during an emergency (IIEP-UNESCO, 2010).
As part of ICT’s e-learning package, massive open online courses (MOOC) are courses designed for large numbers of participants, which can be accessed by participants from anywhere in the world as long as an internet connection is available to them (Jansen, 2015). This makes MOOCs open to everyone without formal entry qualifications, and offer a complete course experience online for free. MOOCs contribute to core the mission of universities, sharing education with all citizens by open accessibility (open education), transferring and valorizing innovative knowledge to enterprises, and formally or informally integrating MOOCs as an enriching learning experience in blended degree education(Daniel,2012).
This Massive Online Open Courses have recently become the new norm for dista...
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...f durable telecom infrastructure in each refugee camps.
Finally improved digital based MOOC higher education for will ultimately strengthen the refugees’ countries of origin and the neighboring countries whose higher education may well be in need of change to develop critically thinking citizens. But the ultimate beneficiaries will be the refugees themselves. In short, the humanitarian dimension of conflict zones requires that design, development and delivery of education respect International Humanitarian Law (InZone, 2016). Therefore, the above challenges will need to be answered by all concerned part to determine and address what obstacles prevent access to and use of MOOCs among refugee populations and how MOOCs may be used to promote improved economic, health and social outcomes in order to use them as a tool for academic and social development in refugee camp.
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