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E-learning platforms in higher education: A comparative review of the USA and Africa
1 Department of Sociology, Faculty of the Social Sciences, University of Ibadan, Ibadan, Oyo State, Nigeria.
2 Bridge the Gap, Dubai UAE.
3 Independent Researcher UK.
4 Ministry of Education, Lagos
5 International School, Benin, Edo State, Nigeria.
6 National Examinations Council, Nigeria.
7 University of Ibadan, Ibadan, Oyo State, Nigeria.
Review
International Journal of Science and Research Archive, 2024, 11(01), 1686–1697.
Article DOI: 10.30574/ijsra.2024.11.1.0283
Publication history:
Received on 02 January 2024; revised on 08 February 2024; accepted on 10 February 2024
Abstract:
This comparative review explores the landscape of e-learning platforms in higher education, drawing distinctions between the United States and Africa. As technology continues to transform education globally, understanding the nuanced approaches and challenges faced by these regions becomes paramount. In the United States, a leader in educational technology, e-learning platforms have become integral to higher education institutions. This study examines the diverse platforms utilized, ranging from learning management systems to specialized tools fostering interactive and collaborative learning experiences. The analysis also delves into the role of Massive Open Online Courses (MOOCs) and their impact on access to education.In contrast, the African continent exhibits a varied and evolving e-learning terrain, shaped by economic, infrastructural, and cultural factors. The study reviews how African higher education institutions are adapting to digital transformation, emphasizing the unique challenges faced in the implementation of e-learning platforms. Accessibility, connectivity issues, and the digital divide present formidable hurdles, yet innovative initiatives and partnerships are emerging to address these constraints.A comparative lens is applied to elucidate commonalities and disparities in e-learning adoption between the USA and Africa. Policy frameworks, funding mechanisms, and institutional support for e-learning initiatives are scrutinized, revealing how governmental and organizational strategies influence the trajectory of digital education. The study also considers the role of e-learning in addressing socio-economic disparities, particularly in Africa, where digital education has the potential to bridge gaps and enhance educational inclusivity.The implications of these comparative findings extend beyond the technological realm, touching upon pedagogical shifts, student engagement, and the future of higher education. As the world navigates the complexities of the digital age, this comparative review contributes to a broader understanding of how e-learning platforms are shaping higher education in the USA and Africa, offering insights for policymakers, educators, and stakeholders invested in advancing educational opportunities in an increasingly interconnected world.
Keywords:
E-Learning; Platforms; Higher Education; Institution; Technology
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0
