Lessons Learned from Developing a Massive Open Online Course (MOOC) to Support Citizen Scientists in Africa

Data gaps limit solutions and policy development for environmental issues. Citizen science offers a possible solution to reduce data gaps at a limited cost while enhancing environmental education (EE). While highly effective in the latter, citizen science campaigns rarely produce reliable, comparable, and meaningful data. This often results from fragmented awareness, varying data collection methods, and little training prior to data collection. This article explores how Massive Open Online Courses (MOOCs) can be used to train citizen scientists, increase the value of citizen science data, and ensure that resources invested in citizen science initiatives are used more efficiently. We use a beach macrolitter monitoring course developed by Sustainable Seas Trust (SST) (NGO/NPO) and GRID-Arendal (a research foundation) as a case study in Africa, since the marine litter issue has widespread public support, and beaches are pleasant locations that attract potential citizen scientists. Beach macrolitter surveys utilise everyday equipment, and monitoring methods are simple if individuals are supported with appropriate training. This is especially relevant in Africa, where plastic pollution is forecasted to increase faster than other regions, and resources for research can be limited. This article gives a modified problemsolution model (mPSM) perspective, considering the challenges and solutions of MOOC development by two organisations working in the same space with limited resources. Challenges to inclusivity for online training in Africa included language barriers and limited technological access. Using Africa as a case study, we show that by combining professional abilities, inclusive digital education can be achieved using data-light MOOCs, offline engagement and other inclusive strategies to overcome the challenges of m- (mobile) and e- (electronic) learning. This kind of EE can be a powerful tool in developing reliable data while enhancing citizens’ agency in working towards Sustainable Development Goals (SDGs).

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Publication Details

Journal
SHILAP Revista de lepidopterología
Published
2025-09-01
DOI
https://doi.org/10.4314/sajee.v41si1.04
Primary Topic
Species Distribution and Climate Change
Type
article
Field-Weighted Citation Impact
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article

Lessons Learned from Developing a Massive Open Online Course (MOOC) to Support Citizen Scientists in Africa

Fiona Preston-Whyte, Toshka Barnardo, Deborah Robertson-Andersson, Thomas Maes et al.
SHILAP Revista de lepidopterología
Species Distribution and Climate Change
article

Lessons Learned from Developing a Massive Open Online Course (MOOC) to Support Citizen Scientists in Africa

Fiona Preston-Whyte, Toshka Barnardo, Deborah Robertson-Andersson, Thomas Maes, Danica Marlin, Tanna Hewett
article en

Abstract

Data gaps limit solutions and policy development for environmental issues. Citizen science offers a possible solution to reduce data gaps at a limited cost while enhancing environmental education (EE). While highly effective in the latter, citizen science campaigns rarely produce reliable, comparable, and meaningful data. This often results from fragmented awareness, varying data collection methods, and little training prior to data collection. This article explores how Massive Open Online Courses (MOOCs) can be used to train citizen scientists, increase the value of citizen science data, and ensure that resources invested in citizen science initiatives are used more efficiently. We use a beach macrolitter monitoring course developed by Sustainable Seas Trust (SST) (NGO/NPO) and GRID-Arendal (a research foundation) as a case study in Africa, since the marine litter issue has widespread public support, and beaches are pleasant locations that attract potential citizen scientists. Beach macrolitter surveys utilise everyday equipment, and monitoring methods are simple if individuals are supported with appropriate training. This is especially relevant in Africa, where plastic pollution is forecasted to increase faster than other regions, and resources for research can be limited. This article gives a modified problemsolution model (mPSM) perspective, considering the challenges and solutions of MOOC development by two organisations working in the same space with limited resources. Challenges to inclusivity for online training in Africa included language barriers and limited technological access. Using Africa as a case study, we show that by combining professional abilities, inclusive digital education can be achieved using data-light MOOCs, offline engagement and other inclusive strategies to overcome the challenges of m- (mobile) and e- (electronic) learning. This kind of EE can be a powerful tool in developing reliable data while enhancing citizens’ agency in working towards Sustainable Development Goals (SDGs).

SHILAP Revista de lepidopterología
Grid-Arendal (NO), Health Systems Trust (ZA)
Openalex Percentile: Top 20%
Species Distribution and Climate Change
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