Challenges of broadening entry, escalating cost, sustaining desirable high quality and enhancing significant studying experiences in African increased training (HE) have spurred debates on the right way to restructure larger education delivery to fulfill the diverse needs of heterogeneous learners and adapt pedagogical models to the tutorial realities of low-revenue African countries. In view of these complexities, Massive Open Online Courses (MOOCs) have been advanced by Western Consortia, universities and online platform providers as panaceas for disrupting/remodeling present training models African universities. MOOCs have been touted as disruptive innovations with the potential to create new niche markets for HE programs, disrupt conventional fashions of instruction and content material supply and create new income streams for larger training. Yet tutorial elitism which manifests in the unique collection of prime American universities to develop, host and deliver MOOCs, MOOC providers’ use of university brand and fame as benchmarks for charging recruitment fees on headhunters recruiting MOOC graduates and their advanced enterprise fashions involving the sale of students’ large information (e.g. studying analytics) for revenue appear to be inconsistent with claims about philanthropic and egalitarian drive of MOOCs. Drawing on disruptive innovation concept and a evaluation of mainstream literature on MOOCs adoption in American and African tertiary sectors, this research argues that behind the MOOC rhetoric of disrupting and democratizing higher schooling lies the projection of high educational brands on the advertising and marketing pedestal, monetary piggybacking on the hype and politics of tutorial exclusion.
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