Barely three months into the new year and we are happy to announce a monumental milestone reached - 150 million downloads.
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This achievement solidifies IntechOpen’s place as a pioneer in Open Access publishing and the home to some of the most relevant scientific research available through Open Access.
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We are so proud to have worked with so many bright minds throughout the years who have helped us spread knowledge through the power of Open Access and we look forward to continuing to support some of the greatest thinkers of our day.
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Thank you for making IntechOpen your place of learning, sharing, and discovery, and here’s to 150 million more!
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\n'}],latestNews:[{slug:"intechopen-supports-asapbio-s-new-initiative-publish-your-reviews-20220729",title:"IntechOpen Supports ASAPbio’s New Initiative Publish Your Reviews"},{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"}]},book:{item:{type:"book",id:"9430",leadTitle:null,fullTitle:"Sustainable Energy Investment - Technical, Market and Policy Innovations to Address Risk",title:"Sustainable Energy Investment",subtitle:"Technical, Market and Policy Innovations to Address Risk",reviewType:"peer-reviewed",abstract:"This book examines the technical, market, and policy innovations for unlocking sustainable investment in the energy sector. While finalizing this book, the COVID-19 pandemic is cutting a devastating swath through the global economy, causing the biggest fall in energy sector investment, exacerbating the global trade finance gap, worsening signs of growing income inequality, and devastating the health and livelihoods of millions. What is the parallel between the COVID-19 pandemic and the climate change crisis? The impacts of the global pandemic are expected to last for a few years, whereas those associated with the climate crisis will play out over several decades with potentially irreversible consequences. However, both show that the cost of inaction or delay in addressing the risks can lead to devastating outcomes or a greater probability of irreversible, catastrophic damages. In the context of sustainable energy investment and the transition to a low-carbon, climate-resilient economy, what ways can financial markets and institutions support net-zero-emission activities and the shift to a sustainable economy, including investment in energy efficiency, low-carbon and renewable energy technologies? This book provides students, policymakers, and energy investment professionals with the knowledge and theoretical tools necessary to address related questions in sustainable energy investment, risk management, and energy innovation agendas.",isbn:"978-1-83880-198-4",printIsbn:"978-1-83880-197-7",pdfIsbn:"978-1-83962-508-4",doi:"10.5772/intechopen.86093",price:119,priceEur:129,priceUsd:155,slug:"sustainable-energy-investment-technical-market-and-policy-innovations-to-address-risk",numberOfPages:260,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"944911e9a2154a0bf8b358cafc971f42",bookSignature:"Joseph Nyangon and John Byrne",publishedDate:"March 10th 2021",coverURL:"https://cdn.intechopen.com/books/images_new/9430.jpg",numberOfDownloads:3989,numberOfWosCitations:2,numberOfCrossrefCitations:5,numberOfCrossrefCitationsByBook:1,numberOfDimensionsCitations:8,numberOfDimensionsCitationsByBook:1,hasAltmetrics:1,numberOfTotalCitations:15,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"March 28th 2019",dateEndSecondStepPublish:"May 30th 2019",dateEndThirdStepPublish:"July 30th 2019",dateEndFourthStepPublish:"September 30th 2019",dateEndFifthStepPublish:"November 30th 2019",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6,7",editedByType:"Edited by",kuFlag:!0,featuredMarkup:null,editors:[{id:"225597",title:"Dr.",name:"Joseph",middleName:null,surname:"Nyangon",slug:"joseph-nyangon",fullName:"Joseph Nyangon",profilePictureURL:"https://mts.intechopen.com/storage/users/225597/images/system/225597.jpg",biography:"Dr. Joseph Nyangon is a senior researcher at the Center for Energy and Environmental Policy, University of Delaware. He is also a senior research fellow at the Foundation for Renewable Energy and Environment, a non-resident fellow of the Payne Institute at the Colorado School of Mines, and a research fellow in the Initiative for Sustainable Energy Policy at the Johns Hopkins University’s School of Advanced International Studies (SAIS). He holds a Ph.D., two master’s degrees, and an undergraduate degree focusing on energy economics, public policy, energy systems engineering and computing systems from Columbia University, the University of Delaware, among others. Dr. Nyangon’s practice focuses on applying optimization methods and econometric modeling techniques to evaluate electricity systems and generate insights to inform policy, risk pricing strategies, and planning decisions.",institutionString:"University of Delaware",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"University of Delaware",institutionURL:null,country:{name:"United States of America"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:{id:"245796",title:"Prof.",name:"John",middleName:null,surname:"Byrne",slug:"john-byrne",fullName:"John Byrne",profilePictureURL:"https://mts.intechopen.com/storage/users/245796/images/system/245796.jpeg",biography:"Dr. John Byrne has contributed to Working Group III of the United Nations-sponsored Intergovernmental Panel on Climate Change (IPCC) since 1992. Dr. Byrne is an advisor to the “Solar City Seoul” initiative, which is building 1 GWp of solar power on public buildings, parking facilities, and residential and commercial buildings. He is co-editor-in-chief of the invitation-only journal, WIREs Energy and Environment. He has published nineteen books and more than 170 research articles.",institutionString:"University of Delaware",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"2",totalChapterViews:"0",totalEditedBooks:"0",institution:{name:"University of Delaware",institutionURL:null,country:{name:"United States of America"}}},coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"770",title:"Renewable Energy",slug:"engineering-energy-engineering-renewable-energy"}],chapters:[{id:"73728",title:"Introductory Chapter: Sustainable Energy Investment and the Transition to Renewable Energy-Powered Futures",doi:"10.5772/intechopen.94320",slug:"introductory-chapter-sustainable-energy-investment-and-the-transition-to-renewable-energy-powered-fu",totalDownloads:336,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:null,signatures:"Joseph Nyangon and John Byrne",downloadPdfUrl:"/chapter/pdf-download/73728",previewPdfUrl:"/chapter/pdf-preview/73728",authors:[{id:"225597",title:"Dr.",name:"Joseph",surname:"Nyangon",slug:"joseph-nyangon",fullName:"Joseph Nyangon"},{id:"245796",title:"Prof.",name:"John",surname:"Byrne",slug:"john-byrne",fullName:"John Byrne"}],corrections:null},{id:"73085",title:"Tackling the Risk of Stranded Electricity Assets with Machine Learning and Artificial Intelligence",doi:"10.5772/intechopen.93488",slug:"tackling-the-risk-of-stranded-electricity-assets-with-machine-learning-and-artificial-intelligence",totalDownloads:388,totalCrossrefCites:2,totalDimensionsCites:3,hasAltmetrics:1,abstract:"The Paris Agreement on climate change requires nations to keep the global temperature within the 2°C carbon budget. Achieving this temperature target means stranding more than 80% of all proven fossil energy reserves as well as resulting in investments in such resources becoming stranded assets. At the implementation level, governments are experiencing technical, economic, and legal challenges in transitioning their economies to meet the 2°C temperature commitment through the nationally determined contributions (NDCs), let alone striving for the 1.5°C carbon budget, which translates into greenhouse gas emissions (GHG) gap. This chapter focuses on tackling the risks of stranded electricity assets using machine learning and artificial intelligence technologies. Stranded assets are not new in the energy sector; the physical impacts of climate change and the transition to a low-carbon economy have generally rendered redundant or obsolete electricity generation and storage assets. Low-carbon electricity systems, which come in variable and controllable forms, are essential to mitigating climate change. These systems present distinct opportunities for machine learning and artificial intelligence-powered techniques. This chapter considers the background to these issues. It discusses the asset stranding discourse and its implications to the energy sector and related infrastructure. The chapter concludes by outlining an interdisciplinary research agenda for mitigating the risks of stranded assets in electricity investments.",signatures:"Joseph Nyangon",downloadPdfUrl:"/chapter/pdf-download/73085",previewPdfUrl:"/chapter/pdf-preview/73085",authors:[{id:"225597",title:"Dr.",name:"Joseph",surname:"Nyangon",slug:"joseph-nyangon",fullName:"Joseph Nyangon"}],corrections:null},{id:"69358",title:"Risk Mitigation in Energy Efficiency Retrofit Projects Using Automated Performance Control",doi:"10.5772/intechopen.89476",slug:"risk-mitigation-in-energy-efficiency-retrofit-projects-using-automated-performance-control",totalDownloads:339,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:0,abstract:"Performance gap concerns limit investment in the building energy efficiency retrofit market. In particular, the ability of projects to deliver on promised energy savings is commonly drawn into question. Performance risk mitigation mainly occurs through energy saving performance guarantees. Contractual stipulations arrange the conditions of the guarantee, and ceteris paribus, a higher energy saving guarantee should reduce project performance risk. Therefore, methods that yield a higher energy saving guarantee could help accelerate the market. We review the ability of “smart,” automated, and connected technologies to: (a) intelligently monitor and control the performance of energy-consuming devices to reduce performance variations, (b) provide additional degrees of control over the project’s performance, and, by doing so, (c) motivate the energy services company (ESCO) to raise the energy saving guarantee. Our analysis finds that use of such automated performance control could significantly raise the energy saving guarantee, making projects more likely to succeed.",signatures:"Job Taminiau, John Byrne, Daniel Sanchez Carretero, Soojin Shin and Jing Xu",downloadPdfUrl:"/chapter/pdf-download/69358",previewPdfUrl:"/chapter/pdf-preview/69358",authors:[{id:"306657",title:"Ph.D.",name:"Job",surname:"Taminiau",slug:"job-taminiau",fullName:"Job Taminiau"},{id:"309663",title:"Prof.",name:"John",surname:"Byrne",slug:"john-byrne",fullName:"John Byrne"},{id:"310457",title:"Mr.",name:"Daniel",surname:"Sanchez Carretero",slug:"daniel-sanchez-carretero",fullName:"Daniel Sanchez Carretero"},{id:"310458",title:"Ms.",name:"Soojin",surname:"Shin",slug:"soojin-shin",fullName:"Soojin Shin"},{id:"310459",title:"Ms.",name:"Jing",surname:"Xu",slug:"jing-xu",fullName:"Jing Xu"}],corrections:null},{id:"72927",title:"Assessing Renewable Energy Loan Guarantees in the United States",doi:"10.5772/intechopen.93288",slug:"assessing-renewable-energy-loan-guarantees-in-the-united-states",totalDownloads:250,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"Conceived as an idea to push financing toward underdeveloped clean energy technology to improve the environment, promote economic growth, and produce a more secure energy supply, the Title XVII loan guarantee program has likely failed to meet these objectives. Instead, it has been used as a political tool, exposed taxpayers to unnecessary risk, diverted funding from alternative clean energy investments, and primarily benefitted large, politically connected corporations.",signatures:"Ryan M. Yonk",downloadPdfUrl:"/chapter/pdf-download/72927",previewPdfUrl:"/chapter/pdf-preview/72927",authors:[{id:"196259",title:"Dr.",name:"Ryan Merlin",surname:"Yonk",slug:"ryan-merlin-yonk",fullName:"Ryan Merlin Yonk"}],corrections:null},{id:"71285",title:"Innovative Circular Business Models: A Case from the Italian Fashion Industry",doi:"10.5772/intechopen.91277",slug:"innovative-circular-business-models-a-case-from-the-italian-fashion-industry",totalDownloads:339,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Transition to a sustainable economy signed by a circular vision and culture asks firms for huge investments to innovate their own management, strategies, business models, products, and marketing approaches. The Agenda 2030 and the 17 Sustainable Development Goals (SDG) are an important framework for businesses to change their approach and contribute positively to the global movement to fight climate change. The question is what and how micro, small, and medium enterprises (MSMES) can contribute to reduce their impacts while creating more value for them and their stakeholders. This paper aims to answer to this question presenting a case study from Italy where an artisan small firm is innovating to create more positive impacts in circular terms. The focus will be on circular economy and the firms’ material and energy strategies. In doing so, the paper will try to answer the following questions: how easy is for micro and small firms to apply circular economy strategies to contribute to reduce their environmental impacts? Does their strategy coherently compose energy and material flows? The case study will refer to the fashion system in Italy.",signatures:"Marco Tortora and Giuseppe Tortora",downloadPdfUrl:"/chapter/pdf-download/71285",previewPdfUrl:"/chapter/pdf-preview/71285",authors:[{id:"303546",title:"Dr.",name:"Marco",surname:"Tortora",slug:"marco-tortora",fullName:"Marco Tortora"},{id:"311774",title:"Mr.",name:"Giuseppe",surname:"Tortora",slug:"giuseppe-tortora",fullName:"Giuseppe Tortora"}],corrections:null},{id:"70310",title:"Harnessing Small Country Collaboration Opportunities to Advance Energy Innovation and Joint Investments",doi:"10.5772/intechopen.90348",slug:"harnessing-small-country-collaboration-opportunities-to-advance-energy-innovation-and-joint-investme",totalDownloads:272,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Greater international collaboration is required to catalyze research and development (R&D) investment flows in energy technologies. Successful deployment of such technologies requires innovative funding mechanisms, intellectual property, and data-driven analyses to make smarter, sustainable investment decisions. As small countries are increasingly dealing with effects of climate change, some are projected to lose large portions of their economy. This chapter discusses ways that smaller countries, both in the developed and developing world, can harness international cooperation to advance energy innovation and mitigate such impact. In contrast to collaboration with larger countries, smaller country collaboration can build more agile, balanced partnerships in which participating countries co-develop and co-own R&D and training, and define pilot programs that target their own needs. Leveraging each other’s strengths, small countries can become catalysts for global change. Smaller country collaboration is explored through a proposed model of collaboration in energy innovation between Singapore and Estonia, often considered gateways to Southeast Asia and the EU plus Russia, respectively. Specifically, Singapore and Estonia have the opportunity to leverage each other’s startup ecosystems, innovation systems, knowledge-based economies, and regional markets to build a niche in clean energy technologies, particularly energy storage innovation, with potential global impact on larger markets.",signatures:"Anneliese Gegenheimer and Charles Michael Gegenheimer",downloadPdfUrl:"/chapter/pdf-download/70310",previewPdfUrl:"/chapter/pdf-preview/70310",authors:[{id:"309820",title:"Ms.",name:"Anneliese",surname:"Gegenheimer",slug:"anneliese-gegenheimer",fullName:"Anneliese Gegenheimer"},{id:"314737",title:"Dr.",name:"C. Michael",surname:"Gegenheimer",slug:"c.-michael-gegenheimer",fullName:"C. Michael Gegenheimer"}],corrections:null},{id:"71072",title:"Establishing Property Rights and Private Ownership: The Solution to Malinvestment in the Energy Sector in Developing Countries",doi:"10.5772/intechopen.91039",slug:"establishing-property-rights-and-private-ownership-the-solution-to-malinvestment-in-the-energy-secto",totalDownloads:309,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"There are over 800 million people in the world without access to modern forms of energy services, like electricity, cooking gas, and LPG. This has been called energy poverty. Most studies in the field of energy poverty address the issue from an absence of technological or financial resources perspective. They address the problem as energy in itself having an objective inherent value, more or less addressing the symptoms of the problem and not the problem itself. In this chapter, a new paradigm that addresses the problem of energy poverty and malinvestment is introduced. This paradigm, utilizing the theory of economic calculation and the use and exchange value embodied in the subjective value theory, makes a case for the importance of private property rights in the factors or means of production for modern forms or energy such as electricity. The Nigerian energy sector is used as a case study for this.",signatures:"Tam Kemabonta",downloadPdfUrl:"/chapter/pdf-download/71072",previewPdfUrl:"/chapter/pdf-preview/71072",authors:[{id:"293945",title:"M.Sc.",name:"Tam",surname:"Kemabonta",slug:"tam-kemabonta",fullName:"Tam Kemabonta"}],corrections:null},{id:"73957",title:"The Electrification-Appliance Uptake Gap: Assessing the Off-Grid Appliance Market in Rwanda Using the Multi-Tier Framework",doi:"10.5772/intechopen.93883",slug:"the-electrification-appliance-uptake-gap-assessing-the-off-grid-appliance-market-in-rwanda-using-the",totalDownloads:331,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"The structure of the electricity system includes universal access to electricity that is adequate, available, reliable, affordable, legal, convenient, healthy, and safe and the efficient (inefficient) use of the electricity. Quality of access also influences clean energy technologies and electrical appliance purchase, ownership, use and perceived value (uptake, hereafter). Also, improved uptake assists in closing systemic gaps between rural and urban areas and grid and off-grid communities. Rwanda is projected to attain full electrification by 2024 (inclusive of all sectors: consumptive, productive and services). In this context, the East African country has articulated support mechanisms for off-grid market players through technical assessments and siting incentives. However, studies that focus on characterising diffusion and uptake of clean energy technologies and electrical appliances in mini-grid sites (market) are crucial to understand the emerging trends in off-grid rural electrification. This chapter contributes to this emerging discourse by proposing a four-fold demand side characterisation approach which (i) conducts a systemic review of literature to identify emerging off-grid themes as they relate to the multi-tier framework (MTF) and vice-versa, (ii) uses existing data to characterise the off-grid market (based on a typical village load), (iii) demonstrates the tariff regime changes using two payment methodologies (willingness to pay (WTP) and ability to pay (ATP)) and (iv) projects the 2024–2032 consumptive energy demand (using a simplified relation between appliance, it’s rating and duration of use). Results of this characterisation demonstrate global and local level (glo-cal) literature gaps meriting a localised MTF assessment. The purpose of the localised assessment reported in this Chapter was therefore to understand appliance uptake gaps at the user level. The typical village load is basic (implying low energy demand). Ceteris paribus, higher WTP and ATP by users yield higher tariffs. However, a high ATP is a business sustainability determinant than a high WTP. Because energy consumption is also dependent on how efficiently it is used by those with access, the Chapter discusses appliance efficiency as a partial definition of sustainable energy and also as an example of sustainable energy. Then, demand stimulation pathways addressing wider systemic opportunities at the intersection of the theory of change and the theory of agency and risk reduction in markets, investments and policy (derisking markets, investments and policy) are discussed. The first pathway focuses on women and youth participation in productive use activities. The second pathway highlights strategies for appliance financing such as cost-sharing and micro-credit. The final pathway considers economic activity stimulation which has multiplier effects on energy demand and consequently energy-using appliances uptake. The implications for Sustainable Citizens and markets, investments and policy innovations are contextualised in the Sustainable Energy Utility business model.",signatures:"Olivia Muza",downloadPdfUrl:"/chapter/pdf-download/73957",previewPdfUrl:"/chapter/pdf-preview/73957",authors:[{id:"302281",title:"Ph.D. Student",name:"Olivia",surname:"Muza",slug:"olivia-muza",fullName:"Olivia Muza"}],corrections:null},{id:"71015",title:"Beyond the Hydrocarbon Economy: The Case of Algeria",doi:"10.5772/intechopen.91033",slug:"beyond-the-hydrocarbon-economy-the-case-of-algeria",totalDownloads:399,totalCrossrefCites:1,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The energy sector is vital to efforts to combat climate change as well as achieve economic development. The economy of many Middle East and North African (MENA) countries, such as Algeria, Iran, Qatar, Saudi Arabia, is completely based on hydrocarbons which represent the main source of the state revenue. Investing in renewable energy and efficiency is a winner strategy, allowing both to ensure the necessary availability of energy to cover the country’s domestic energy demand and to make more resources available for export to guarantee the state earnings. Renewable sources can be a solution for a transition to a more sustainable economy and a response to the economic stability of these countries affected by the volatility of oil prices. Such a strategy is reflected in improving the attractiveness of foreign investment in the renewable energy sector. Focusing on Algeria, in this article, we analyze the link between the Algerian economy and energy, underlining the current weakness. This work is partially based on the research financed by the meetMED project (WP 3.1) on barriers for domestic and international investors in the energy sector of Algeria.",signatures:"Cecilia Camporeale, Roberto Del Ciello and Mario Jorizzo",downloadPdfUrl:"/chapter/pdf-download/71015",previewPdfUrl:"/chapter/pdf-preview/71015",authors:[{id:"296882",title:"Dr.",name:"Mario",surname:"Jorizzo",slug:"mario-jorizzo",fullName:"Mario Jorizzo"},{id:"307387",title:"Dr.",name:"Cecilia",surname:"Camporeale",slug:"cecilia-camporeale",fullName:"Cecilia Camporeale"},{id:"307388",title:"Dr.",name:"ROBERTO",surname:"DEL CIELLO",slug:"roberto-del-ciello",fullName:"ROBERTO DEL CIELLO"}],corrections:null},{id:"70936",title:"Remotely Sensed Data for Assessment of Land Degradation Aspects, Emphases on Egyptian Case Studies",doi:"10.5772/intechopen.90999",slug:"remotely-sensed-data-for-assessment-of-land-degradation-aspects-emphases-on-egyptian-case-studies",totalDownloads:375,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Remote sensing and thematic data were used to provide comprehensive views of surface conditions related to land degradation and desertification, considered environmental extremes in arid and semi-arid regions. The current work applies techniques, starting with simple visual analyses up to a parametric methodology, adopted from the FAO/UNEP and UNESCO provisional methodology for assessment and mapping of soil degradation. Egyptian case studies are highlighted to insinuate on studied aspects. Variable satellite imageries (MSS, TM, and ETM) and aerial photographs were utilized to provide data on soil conditions, land cover, and land use. IDRISI and ArcGIS software were used to manage thematic data, while ERDAS IMAGIN was used to process satellite data and to derive the normalized difference vegetation index (NDVI) values. A GIS model was established to modify the universal soil loss equation (USLE) calculating the present state and risk of soil degradation. The study area is found exposed to slight hazard of water erosion, however, and to high risk of wind erosion. It is also threatened by a slight to high salinization and slight to moderate physical degradation. It is recommended to use a GIS in detailed and very detailed studies for evaluating soil potentiality in agricultural expansion areas.",signatures:"Abd-alla Gad",downloadPdfUrl:"/chapter/pdf-download/70936",previewPdfUrl:"/chapter/pdf-preview/70936",authors:[{id:"294002",title:"Prof.",name:"Abd-alla",surname:"Gad",slug:"abd-alla-gad",fullName:"Abd-alla Gad"}],corrections:null},{id:"72306",title:"Scaling Up Sustainable Biofuels for a Low-Carbon Future",doi:"10.5772/intechopen.92652",slug:"scaling-up-sustainable-biofuels-for-a-low-carbon-future",totalDownloads:349,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Fossil fuels oil, coal, and gas are valuable resources that are depleting day by day around the world and also imparting a negative impact on the environment. Biofuel because of its dynamic properties; its market values; and being sustainable, renewable, biodegradable, economic, non-pollutant, and abundant is an alternate source of energy. Each country can produce it independently, and because of these valuable properties biofuels have become superior over fossil fuels. This chapter gives a concise preface to biofuels and its impact on the environment. It includes definitions; classifications; impact on environment; implications; types of production techniques like chemical, biochemical, physical, and thermochemical techniques; types of resources like lignocellulosic-biomass, feedstock energy crops, algae, micro-algae, all kinds of solid wastes; and biofuels of prime importance like solid biofuels (biochar, solid biomass), gaseous biofuels (biogas, bio-syngas, and bio-hydrogen), and the most important liquid biofuels (bioethanol, biodiesel, and bio-oil). Due to increasing global warming and climate-changing conditions, in the near future biofuel being an environment-friendly resource of energy will be a substantial part of the world’s energy demand, with no or zero polluting agents.",signatures:"Tahira Shafique and Javeria Shafique",downloadPdfUrl:"/chapter/pdf-download/72306",previewPdfUrl:"/chapter/pdf-preview/72306",authors:[{id:"316563",title:"Dr.",name:"Tahira",surname:"Shafique",slug:"tahira-shafique",fullName:"Tahira Shafique"},{id:"320738",title:"Ms.",name:"Javeria",surname:"Shafique",slug:"javeria-shafique",fullName:"Javeria Shafique"}],corrections:null},{id:"70884",title:"City-Scale Decarbonization Strategy with Integrated Hydroelectricity-Powered Energy Systems: An Analysis of the Possibilities in Guadalajara, Mexico",doi:"10.5772/intechopen.90899",slug:"city-scale-decarbonization-strategy-with-integrated-hydroelectricity-powered-energy-systems-an-analy",totalDownloads:304,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"According to the UN, in the next 20 years, most of the world’s population will live in urban areas. Cities consume a high amount of resources, between this water, for their sustenance, hence the greatest necessity of sustainable development plans. What viable options or strategies can we consider in Latin America such that it can resist the economic, political, and social changes that it is facing? Through prospective studies, in case of Guadalajara, it is possible to determinate how water can generate clean energy, and which are the other strategic areas to empower the city through decarbonization with an interoperative and smart loop system of co-benefits. This study can help in public policy decisions of medium-sized cities in Latin America.",signatures:"Dulce Esmeralda García Ruíz and Jorge Alberto Navarro Serrano",downloadPdfUrl:"/chapter/pdf-download/70884",previewPdfUrl:"/chapter/pdf-preview/70884",authors:[{id:"305163",title:"Dr.",name:"Dulce Esmeralda",surname:"Garcia Ruiz",slug:"dulce-esmeralda-garcia-ruiz",fullName:"Dulce Esmeralda Garcia Ruiz"},{id:"305194",title:"Prof.",name:"Jorge Alberto",surname:"Navarro Serrano",slug:"jorge-alberto-navarro-serrano",fullName:"Jorge Alberto Navarro Serrano"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"3633",title:"Solar Energy",subtitle:null,isOpenForSubmission:!1,hash:null,slug:"solar-energy",bookSignature:"Radu D Rugescu",coverURL:"https://cdn.intechopen.com/books/images_new/3633.jpg",editedByType:"Edited by",editors:[{id:"8615",title:"Prof.",name:"Radu",surname:"Rugescu",slug:"radu-rugescu",fullName:"Radu Rugescu"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"4479",title:"Solar Cells",subtitle:"New Approaches and Reviews",isOpenForSubmission:!1,hash:"f6907a79a7d35f34d0c719d6297a2667",slug:"solar-cells-new-approaches-and-reviews",bookSignature:"Leonid A. 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1. Introduction
The onset of COVID-19 has set the stage for the hitherto ignored learning approach – virtual/distance learning solutions. The approach (distance learning) could be observed as a blessing amidst a curse (pandemic). It is an approach that could be explored and expanded to promote learning for all as it has the capability of breaching the geographical and distance barriers in access to quality education. With the school closures due to COVID-19, most governments in SSA, like the rest of the world, adopted distance learning to ensure continued learning. In this chapter, we look at Cote d’Ivoire, Ghana, Kenya and Nigeria as case examples. Evidence from the foregoing in the education space – catalyzed by COVID-19, indicates that the future of education is digital and online, further re-emphasizing the central place of Massive Open Online Courses (MOOCs) in the attainment of SDG-4. The MOOCs place is the education sphere is thus validated. From the foregoing, it would be important to understand the place MOOCs in the African educational context. This chapter explores the place of MOOCs in selected sub-Saharan African countries – Cote d’Ivoire, Ghana, Kenya and Nigeria – in relation to the advancement of education in the countries’ urban areas.
2. What is MOOCs?
Massive Open Online Courses (MOOCs) is an education platform that is gaining popularity in the field of education in the recent times. Like the name, MOOCs are synonymized by learning provision that is technology enabled, meaning that they are largely utilizable via the internet or online, and are open (meaning their potential users are not restricted on access). Also, they are ‘massive’ in the sense that the platform can accommodate a huge (massive) number of learners at any given time [1]. MOOCs can be traced from Dave Cormier lecture on connectivism in 2008 that was used to synonymize learning’s development [2].
Today, varied definitions of MOOCs do exists, and this is to a large extent attributed to the existing divergent viewpoints on MOOCs as a median of learning by proponents and opponents, emergence of varied platforms, MOOC’s wider scope, as well as its perceived futuristic feature, where opponents perceive it as a yet to mature learning approach/medium that cannot be scalable in the current context.
At its inception stage, MOOCs’ definition was that it was a learning platform that encompassed the linkage of social networks, accessible by a renowned expert in a study discipline, and an assemblage of open internet-based learning materials. The platform was such that it could accommodate mass number of learners, organized according to their field or discipline of study interest and study goals [3, 4]. Laurillard [5], on the other hand offered a perceived easier definition which stated that MOOCs is an online/internet enabled learning that is created to support a huge number of learners. Chai’s [6] definition is no different from that of McAuley et al. [4], as the former [Chai’s definition] maintained that MOOCs are open learning platforms that are freely accessible to all learners, geographical location notwithstanding, provided that such learners has access to internet connectivity and education enabling technologies like computers, tablets, and smartphones among others. De-Waard [7] reinforces the above captured definitions by maintaining that MOOCs is an online learning platform in which learners gather to share experiences and knowledge either at the workplace or in schooling aspects and work in collaboration as well as individually to learn more using the available learning resources in MOOCs platforms.
3. How MOOCs work
In terms of form or appearance, MOOCs being online based platform where users access learning contents via the internet, it often take or come in the following formats that users utilize in enhancing their skills-set: learners interaction platforms through forums; recorded or filmed video lessons; exams and internet-based assessments; engaging educational modules; literacy; and sets of problems for users to solve [6]. Typically, for each MOOC, there is need for a course platform and a provider of the course. Examples of providers of course(s) are universities and colleges that avail lecturers or instructors as well as course(s) learning materials for learners/users’ access and interaction in the existing platform [6, 8]. Among the widely existing and known platforms that offer the requisite technological structure for MOOCs’ course modules include Coursera (Udacity), EdX and Canvas among others [6, 9].
Given the above MOOCs’ definitions and features, it can argued that definitions of MOOCs is inspired by its acronyms ‘MOOC’ as it emphasizes shared involvement or participation as well as collaboration in learning. Despite the notable definitions advanced for MOOCs, it is still observed to be loosely defined since in whole, MOOCs can be observed in relation to the scalability of distance and open learning services that are available online [8]. Ordinarily, a MOOC may be either less structured or fashioned in a university or college like system. MOOCs’ despite not according its users the much-sought certification, it has gained traction in the recent past due to its contribution to the furthering and enhancement of users’ employment prospects [6].
From the foregoing, it is evident that key distinguishing features of MOOCs are: free access to MOOCs’ learning resources; and, mass participation in learning via the MOOCs’ platform. We thus explore MOOCs in this paper from the mentioned MOOCs’ features.
4. MOOCs in Africa
Proponents of MOOCs within and outside the continent is rooted on the perception that that MOOCs presents a perfect avenue for providing affordable and quality education for learners in higher education institutions (HEIs) and individuals in pursuit of career development [10]. This is expressly due to the fact that MOOCs is largely appreciated by users falling in this category [learners in HEIs, and those seeking to advance their careers] [6].
Africa has over the years contended with perennially low enrolments to HEIs, specifically due to high costs of university education, high or excess number of learners seeking opportunities at HEIs against few slots in existing HEIs or low grades attained at secondary/high school level that restricts entry to HEIs to only high performers. Consequently, learners unable to secure slots at prestigious public HEIs have been forced to discontinue their education, forcing them to settle for casual or low level employments that require minimum/low level of skills-set.
The diminished opportunities at HEIs led to the enactment of laws that permit privatization of higher education learning in the 1990s for most African countries, to accommodate learners unable to secure opportunities in public universities. This practice led to deliberate random increase in private HEIs in the continent. This practice expanded opportunities for learners seeking university slots, and even provided varied and flexible learning time. HEIs learners thus have had the option of choosing among the varied learning times, the ones that best suited their programs [10]. For instance, one could opt for either distance learning module, day, weekend or evening classes.
The irony however, is that even with these developments, learners who attain the minimum required HEIs entry points still fail to join HEIs, even when they are selected to join them, due to abject poverty that such learners are subjected to [11, 12]. The prevailing poverty scenario in Africa has reduced the continent into a mere spectator in the ongoing MOOCs discourse and practice. This could be understood given the widespread poverty incidence across the country in comparison with the context of the developed countries [13].
However, due to the high cost of schooling, including those pertaining to learning materials like textbooks, the continent see MOOCs as an alternative affordable education platform. This is particularly due to the MOOCs’ feature of free utility, which has made MOOCs to be more attractive to developing countries. As noted previously, MOOCs prevalence is more on HEIs level compared to primary and secondary level in the African continent and this could perhaps be explain by the fact that at the HEIs level, funding and or support for learning lower than for primary and secondary levels. This is because the cost of learning increases with level, implying that the higher one goes the education ladder, the higher the cost. This has led to the governments (in sub-Saharan Africa) to prioritize provision of funding for primary level compared to secondary and tertiary levels respectively. Moreover, primary level is cheaper and covers more learners, which is a contrary case for tertiary level where the costs are higher yet covering fewer students [14]. MOOCs at HEIs in Africa is thus seen as a deliberate effort to address the high cost of HEIs and keep majority of learners from vulnerable, poor and marginalized areas in HEIs and or support them in accessing quality learning materials. The MOOCs platform is perceived as a crosscutting skills’ development vehicle that is keen on eliminating school dropouts post-secondary education level [10]. However, due to the COVID-19, varied levels of learning institutions (including primary and secondary) have adopted the MOOCs as the new alternative learning platform to keep learning ongoing during the school closure period [6].
Oyo and Kalema [10], offers a model (Figure 1) that depicts the entry and or access scenario into HEIs in the African continent where in the past, access to HEIs was limited to learners from the privileged settings, dubbed the society of the elite. This was followed by the present scenario where access to HEIs is characterized by privatization of learning in HEIs to maximize on access and or enrolments to HEIs [both public and private]. The paradox however, is even with the increased privatization of HEIs with the aim of increasing access to higher education (HE) learning, an equally higher number of learners seeking HE learning are unable to enroll to these institutions owing to the fact that enrolment to the private HEIs involve costs that learners from poor, and marginalized settings/households are unable to afford [11, 12].
Figure 1.
HEIs’ access viewpoints: The ivory tower era, the present [privatization era] and the future. Source: Adopted from Oyo and Kalema ([10], p. 4).
The era of MOOC is thus perceived as the future of learning and deemed as a driving vehicle for equal access to learning owing to its relatively cheap cost – free access to learning contents and materials, provided an individual has access to enabling devices or infrastructure like laptops, tablets, internet, and electricity among others [15]. Despite being viewed as a future education equalizing vehicle, COVID-19 has brought forth the future owing to the mass use of MOOCs’ components that include the open educational resources (OERs). It is however important to note that for a noteworthy uptake of MOOCs and related OERs features, it is imperative that sub-Saharan African (SSA) governments prioritize the need to strengthen the HEIs’ infrastructure and personnel. This include political good will towards MOOCs and OERs, strengthening HEIs’ teaching/professional competencies, and providing free or cheap internet bandwidth to MOOCs users and potential users.
5. Effects of MOOCs on urban education in cote d’Ivoire, Kenya, Ghana, and Nigeria
The uptake of technology-enabled education in the African continent is on the rise, a situation that could be attributed to significant in-country investments in the provision of internet to its inhabitants, particularly through undersea fiber optic cables [16]. Users and or adopters of MOOCs in Africa, like in other global regions is to a large extent a preserve of higher learning institutions, with corporate bodies following in pursuit. This could be perhaps due to the fact that the genesis of MOOCs and related OERs was from top higher learning institutions that include Stanford, Massachusetts Institute of Technology (MIT), and Harvard, with the successes observed in these institutions’ use and adoption of MOOCs believed to be replicable in other higher learning institutions.
Even with the observed internet provision efforts observed [16], Africa and in particular, sub-Saharan African (SSA) region, is still riddled with inadequate internet access, a situation which limits its participation and use in the global internet provided resources. For instance, the International Telecommunication Union (ITU) revealed that only about 16% of the region’s (SSA) inhabitants (constituting some 140 million individuals) had access to internet as of 2014 [16]. Evidence [17, 18] indicate that the situation has not changed, as internet access in SSA has largely remained low. Equally, access at household level is even discouragingly low as households with internet access is below 20% [16, 17], with those in urban areas constituting the highest proportion of households with internet access [17]. This implies that the region’s internet access gap is very high [19], thus reducing the region’s capability in accessing and utilizing internet resources, among them MOOCs for learning and teaching [9, 20].
Online learning through various distance-learning solutions (education technologies – EdTechs) have been proven to reduce educational costs as well as promote access, quality and equitable learning [9, 16]. Considering that access to MOOCs and open educational resources (OERs) is to a large extent driven or enabled through internet, the SSA and the African continent at large remain underserved leading to diminished access to MOOCs’ resources by learners and educators from this region. However, countries like Kenya, South Africa, Tanzania, and Uganda are making significant strides in the adoption and adaptation of online learning, by leveraging on existing enabling online-learning technology systems [21, 22].
Urban centers in SSA region are practically the areas that comparably to other regions in the continent (e.g. peri-urban, and rural areas), are enjoying internet coverage and access. It would therefore, imply that learning and teaching through MOOCs or OERs is more pronounced in urban areas than in rural or peri-urban areas [20]. However, this is not the case for a significant number of SSA countries. In Kenya, for instance, despite the country enjoying the use of undersea cable drawn all the way from the United Arabs Emirates (UAE) since 2009, a large swathe of the country is not accessing this service, resulting in over 70% of the population having no access to internet [18, 19]. This by extension has resulted in these underserved populations’ inability to access interned-provided resources. In particular, education, which is a key user of internet for the development, sharing/distribution, revision, re/use of educational resources has been disadvantaged [23]. Even within the urban households, access to internet is limited to affordability and therefore I will not be surprising to find a high number of urban households not having access to internet. This has resulted in unequal access to internet and utilization of educational resources availed through internet-enabled platforms like MOOCs and OERs [9]. Against this background, MOOCs and OERs’ utilization for learning and teaching in Kenya has not received the optimum user-threshold.
In Cote d’Ivoire, the predicament is same as that of Kenya, as there are inadequate infrastructure and systems that can support MOOCs and OERs for learning. In fact, limitations of internet access outside urban areas is considered a key impediment to the utilization of MOOCs and OERs, which if compounded by infrastructure and systems related limitations like inadequate learning institutions’ staffing, ICT, and program design, worsens the situation [24, 25]. This however, could change if the country’s recognition of the importance of distance learning solutions, through MOOCs and OERs, in provisioning of quality teaching and learning, especially at the higher education level is anything to go by (EdTech [25, 26]). The country sought to establish a MOOCs and OERs driven higher education institution – the Digital University of Ivory Coast – that was not only intended to promote distance learning for both urban and rural users, but also to modernize research and learning at higher education institution through the use of distance learning solutions (EdTechs) (Figure 2) [25, 27].
Figure 2.
African countries’ participation in MOOCs, by instructional language. Source: Adopted from Gérard et al. [16].
In Ghana, adoption and usage of MOOCs is likewise determined by the in/existence of enabling resources like MOOCs and OERs systemic quality, the system/platforms’ performance, and learners and teachers computer knowledge [28]. While usage of MOOCs and OERs in Ghanaian urban areas would be expected to high, considering the relative prevalence of internet in the country’s urban areas, this is not the case due to the perceived and real lacking interest in MOOCs and their use among students [28, 29]. This is further exacerbated by the limited internet and enabling or assistive devices’ [e.g. tablets, smartphones, computers etc.] access at the household level [30, 31], which limits usage of MOOCs and related OERs at urban household level. This situation has resulted in limited access to and usage of online learning and teaching resources for urban learners, further entrenching existing inequities in the provisioning of education and related resources at local and country level.
Nigerian context as pertains to MOOCs is a replica of the continent’s investment in MOOCs. Notable MOOCs investments in Nigeria are premised in higher learning institutions given its flexibility and potentials [32]. Some of the universities in Nigeria that offer programs that mirror MOOCs include the University of Ibadan (UI), Kaduna State University (KASU), University of Portharcourt, Bayero University Kano (BUK), University of Lagos, the National Open University of Nigeria (NOUN), and Centres for Distance and Continuing Education at Ahmadu Bello University, Zaria (ABU) [33]. The biased adoption and adaptation of MOOCs in higher learning institutions in Nigeria points to a gap in adoption and utilization of the MOOCs platform in basic level (primary and secondary/high school levels), which are potentially key beneficiaries of MOOCs. Inadequate financial resources, lack of or inadequate enabling technological resources are some of the notable limiting factors that militate against development of education and related platforms in Nigeria [10, 21, 33]. While notable investments have been made that lends to positive trajectory in the adoption of MOOCs in Nigeria, they are to a large extent restricted or limited to higher learning institutions. Learners outside these institutions’ environment are restricted in terms of access and use. Even those with access to the MOOCs platforms contend with the challenge of internet access among other technology aiding resources [32, 33]. This imply that urban learning and learners, though expected to benefit from MOOCs, also experience limitations in access and use of MOOCs, considering the inadequate enabling infrastructure.
6. Conclusion
African governments as well as educational institutions have recognized the central place of MOOCs and OERs in the advancement of quality and inexpensive education that meet the global or international standards. Against this background, there are noteworthy efforts, undertaken through a painstaking process, that can be witnessed in the continent’s education providing institutions, particularly higher education institutions. A key effort in this context is the provision of learning programs in universities that imitate and mirror the MOOCs and OERs approaches, like online learning and teaching as well as provisioning of learning materials for learners’ access freely. There are however, salient gaps that key education stakeholders could take into account, if efforts to promote and improve MOOCs and OERs adoption and adaptation into mainstream education is to yield desired results. The gaps could also be viewed as opportunities for stakeholders’ involvement depending on vantage point that one looks at it. Such gaps include limiting internet infrastructure and related ICT infrastructure like computer or ICT labs, which higher learning institution providers could work on expanding, including coming up with innovate ways that spur uptake and usage of MOOCs. For instance, could make deliberate efforts to support and encourage students’ use of OERs and MOOCs using the most suitable and innovative approaches. Moreover, efforts should be made in capacity building learners and/or users of MOOCs ICT skills where and when needed. On the part of MOOCs developers, deliberate efforts should be cast on guaranteeing that the right curriculum, quality instructional and appropriate pedagogical methods are availed and used in the MOOCs platforms that learners are exposed to.
It is also evident that inequities and inequalities’ dynamics in the urban space play an important role in accessing and using MOOCs and related OERs for learning. While it is expected that urban centres, being perceived to have sufficient infrastructural, would have a near universal access to internet and consequently, online learning resources like MOORs and OERs, this is sadly not the case as diverse poverty scenarios and different wealth quintiles determine uptake and usage of online resources. For urban households, only households with internet connections would have consistent access and use of the online learning platforms. Such households are however, the minority with majority of households lacking internet connections, hence making learning in urban areas using MOOCs and OERs to be an imbalanced intervention that further entrench education inequities and inequalities.
Finally, the salient ICT infrastructure challenges notwithstanding, African governments and educational institutions could leverage on the affordability of MOOCs and OERs to mitigate the inherent high cost of learning, particularly in higher learning institutions. This could particularly be effectively and efficiently explored through institution-to-institution collaboration, especially with the institutions in the developed countries, to act as benchmarks and help transform higher education institutions in the SSA region.
7. Recommendation
The following recommendations would thus suffice if efforts to make access to and utilization MOOCs and OERs a universal initiative that addresses aspects of educational inequities and inequalities:
Students’ uptake of MOOCs and OERs, regardless of context (location – urban or rural, and socio-economic context) is highly dependent on teacher-student support [28, 34]. It is therefore, imperative that instructors, educators or lecturers be at the forefront in supporting learners to use MOOCs or OERs. Such support could relate to students’ capacity building on re/use of online enabling resources (ICT) as well as provision of relevant and quality educational contents on the MOOCs’ platforms;
Enabling resources or environment (e.g. infrastructure related like internet and related technologies’ access etc.) is also observed to be a key determinant on uptake of MOOCs [35, 36, 37, 38, 39]. It is hence important that education providers, including both basic and higher learning education providers as well as state and non-state education stakeholders to prioritize and re-emphasize the important place of MOOCs in providing quality and affordable learning and teaching. This could be done by through provision of reliable internet access and related e-laboratories for e-learning at institutional level, as well as governmental and non-governmental educational actors support in provisioning household or public internet access primarily for accessing and using MOOCs;
Evidence [40], points to a unidirectional relationship between teaching quality and usage of MOOCs. It implies if quality is to be guaranteed in the MOOCs, adoption and enrolments to MOOCs will equally increase. For this reason, MOOCs’ developers should endeavor to use and provide educational contents that are guided by an appropriate pedagogy for all learning levels. For instance, it is observed that MOOCs’ providers tend to rely on a pedagogical approach that is cognitive-behaviorist centric [41, 42]. It thus follows that designers of MOOCs’ instructional resources ought to take into consideration the need to provide learners with materials for learner(s)‘s assessment, giving and obtaining feedback, provide materials that are applicable for remote usage, and materials that highlight the learning outcomes at the onset of the online lessons [43]; and,
Ease of utility is another determinant of uptake and use of MOOCs [35, 38, 44]. This shows that the performance of MOOCs in terms of its user-friendliness and ease of accessing the sought educational contents is integral in MOOCs’ utility to learners. To address this concern, MOOCs’ providers and developers of its contents should ensure existing MOOCs’ systems are user-friendly. This can be attained by having place a system that is easy to navigate, accessible even via smartphones (or any other hand-held gadgets), fast-loading site, learning sites that are visually appealing, and easy to utilize.
\n',keywords:"urban education, massive open online courses (MOOCs), distance learning solutions, learning and teaching",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/77991.pdf",chapterXML:"https://mts.intechopen.com/source/xml/77991.xml",downloadPdfUrl:"/chapter/pdf-download/77991",previewPdfUrl:"/chapter/pdf-preview/77991",totalDownloads:141,totalViews:0,totalCrossrefCites:0,totalDimensionsCites:0,totalAltmetricsMentions:0,introChapter:null,impactScore:0,impactScorePercentile:48,impactScoreQuartile:2,hasAltmetrics:0,dateSubmitted:"July 7th 2021",dateReviewed:"July 8th 2021",datePrePublished:"September 13th 2021",datePublished:"June 23rd 2022",dateFinished:"August 10th 2021",readingETA:"0",abstract:"MOOCs is slowly gaining traction in the education provisioning in SSA. Much of this is attributed to governmental and institutional aim of providing quality and affordable universal education to all learners. This chapter explores how MOOCs is affecting access to learning in SSA, with particular bias to urban education context. Evidence adduced in this chapter was adduced from secondary sources, involving review of relevant literature available from internet sources. In the internet sources visited, key search terms that were used in obtaining the relevant resources included but not limited to: ‘MOOCs and education’, ‘MOOCs in Africa’, ‘Education technologies AND MOOCs in Africa’, ‘MOOCs, OERs adoption and adaptability in Africa’, and ‘MOOCs’ challenges in Africa’ among others. It emerged that while MOOCs is gaining the needed traction in the SSA education space, the pace of its development is slow and calls for a more concerted effort from concerned education stakeholders.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/77991",risUrl:"/chapter/ris/77991",book:{id:"10858",slug:"mooc-massive-open-online-courses-"},signatures:"Vollan Ochieng’, Maurice Mutisya and Caroline Thiong’o",authors:[{id:"415565",title:"Dr.",name:"Vollan",middleName:"Okoth",surname:"Ochieng",fullName:"Vollan Ochieng",slug:"vollan-ochieng",email:"vochieng@aphrc.org",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"African Population and Health Research Center",institutionURL:null,country:{name:"Kenya"}}},{id:"425875",title:"Dr.",name:"Maurice",middleName:null,surname:"Mutisya",fullName:"Maurice Mutisya",slug:"maurice-mutisya",email:"mmutisya@aphrc.org",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"African Population and Health Research Center",institutionURL:null,country:{name:"Kenya"}}},{id:"425876",title:"Ms.",name:"Caroline",middleName:null,surname:"Thiong'O",fullName:"Caroline Thiong'O",slug:"caroline-thiong'o",email:"cthiongo@aphrc.org",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"African Population and Health Research Center",institutionURL:null,country:{name:"Kenya"}}}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. What is MOOCs?",level:"1"},{id:"sec_3",title:"3. How MOOCs work",level:"1"},{id:"sec_4",title:"4. MOOCs in Africa",level:"1"},{id:"sec_5",title:"5. Effects of MOOCs on urban education in cote d’Ivoire, Kenya, Ghana, and Nigeria",level:"1"},{id:"sec_6",title:"6. Conclusion",level:"1"},{id:"sec_7",title:"7. Recommendation",level:"1"}],chapterReferences:[{id:"B1",body:'Atiaja, L. M., and Proenza, R. S. (2016). MOOCs: Origin, characterization, principal problems and challenges in higher education. Journal of e-learning and knowledge Society, 12(1), 65-76.'},{id:"B2",body:'Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate: Journal of online Education, 5(1), 1-6. Retrieved from https://nsuworks.nova.edu/innovate/vol5/iss1/6'},{id:"B3",body:'Lange, C., and Costley, J (2015). Opportunities and Lessons from Informal and Non-formal Learning: Applications to Online Environments. 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Computers in human behavior bridging the divide: Using UTAUT to predict multigenerational tablet adoption practices. Comput. Human Behav, 50, 186-196. DOI: 10.1016/j.chb.2015.03.032'},{id:"B35",body:'Decman, M. (2015). Modelling the acceptance of e-learning in mandatory environments of higher education: The influence of previous education and gender. Computers in Human Behavior, 49, 272-281. DOI: 10.1016/j.chb.2015.03.022.'},{id:"B36",body:'Dulle, F. W. (2015). The suitability of the unified theory of acceptance and use of technology (UTAUT) model in open access adoption studies. Information Development, 27, 32-45. DOI: 10.1177/0266666910385375.'},{id:"B37",body:'Juinn, P., and Tan, B. (2013). Applying the UTAUT to understand factors affecting the use of English E-learning websites in Taiwan. Sage Open, 3(4), 1-12. DOI: 10.1177/2158244013503837.'},{id:"B38",body:'Pynoo, B., Devolder, P., Tondeur, J., Van Braak, J., Duyck, W., and Duyck, P. (2011). Predicting secondary school teachers’ acceptance and use of a digital learning environment: A cross-sectional study. Comput. Human Behav, 27, 568-575. DOI: 10.1016/j.chb.2010.10.005.'},{id:"B39",body:'Wang, Y. S., Wu, M. C., and Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. Br. J. Educ. Technol, 40, 92-118. DOI: 10.1111/j.1467-8535.2007.00809.x.'},{id:"B40",body:'Lee, B. C., Yoon, J. O., and Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Comput. Educ, 53, 1320-1329. DOI: 10.1016/j.compedu.2009.06.014.'},{id:"B41",body:'Bali, M. (2014). MOOC pedagogy: Gleaning good practice from existing MOOCs. MERLOT J. Online Learn. Teach, 10, 44-56.'},{id:"B42",body:'Bayne, S., and Ross, J. (2014). The pedagogy of the massive open online course (MOOC): The UK view. Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/resources/detail/elt/the_pedagogy_of_the_MOOC_UK_view'},{id:"B43",body:'Alzaghoul, A. F. (2012). The implication of the learning theories on implementing e-learning courses. Res. Bull. Jordan ACM, 11, 27-30.'},{id:"B44",body:'Ramayah, T., Ahmad, N. H., and Lo, M. C. (2010). The role of quality factors in intention to continue using an e-learning system in Malaysia. Procedia – Soc. Behav. Sci, 2, 5422-5426. DOI: 10.1016/j.sbspro.2010.03.885'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Vollan Ochieng’",address:"vochieng@aphrc.org;, vollan88ochieng@gmail.com",affiliation:'
African Population and Health Research Center, Nairobi, Kenya
African Population and Health Research Center, Nairobi, Kenya
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1. Introduction
The onset of COVID-19 has set the stage for the hitherto ignored learning approach – virtual/distance learning solutions. The approach (distance learning) could be observed as a blessing amidst a curse (pandemic). It is an approach that could be explored and expanded to promote learning for all as it has the capability of breaching the geographical and distance barriers in access to quality education. With the school closures due to COVID-19, most governments in SSA, like the rest of the world, adopted distance learning to ensure continued learning. In this chapter, we look at Cote d’Ivoire, Ghana, Kenya and Nigeria as case examples. Evidence from the foregoing in the education space – catalyzed by COVID-19, indicates that the future of education is digital and online, further re-emphasizing the central place of Massive Open Online Courses (MOOCs) in the attainment of SDG-4. The MOOCs place is the education sphere is thus validated. From the foregoing, it would be important to understand the place MOOCs in the African educational context. This chapter explores the place of MOOCs in selected sub-Saharan African countries – Cote d’Ivoire, Ghana, Kenya and Nigeria – in relation to the advancement of education in the countries’ urban areas.
2. What is MOOCs?
Massive Open Online Courses (MOOCs) is an education platform that is gaining popularity in the field of education in the recent times. Like the name, MOOCs are synonymized by learning provision that is technology enabled, meaning that they are largely utilizable via the internet or online, and are open (meaning their potential users are not restricted on access). Also, they are ‘massive’ in the sense that the platform can accommodate a huge (massive) number of learners at any given time [1]. MOOCs can be traced from Dave Cormier lecture on connectivism in 2008 that was used to synonymize learning’s development [2].
Today, varied definitions of MOOCs do exists, and this is to a large extent attributed to the existing divergent viewpoints on MOOCs as a median of learning by proponents and opponents, emergence of varied platforms, MOOC’s wider scope, as well as its perceived futuristic feature, where opponents perceive it as a yet to mature learning approach/medium that cannot be scalable in the current context.
At its inception stage, MOOCs’ definition was that it was a learning platform that encompassed the linkage of social networks, accessible by a renowned expert in a study discipline, and an assemblage of open internet-based learning materials. The platform was such that it could accommodate mass number of learners, organized according to their field or discipline of study interest and study goals [3, 4]. Laurillard [5], on the other hand offered a perceived easier definition which stated that MOOCs is an online/internet enabled learning that is created to support a huge number of learners. Chai’s [6] definition is no different from that of McAuley et al. [4], as the former [Chai’s definition] maintained that MOOCs are open learning platforms that are freely accessible to all learners, geographical location notwithstanding, provided that such learners has access to internet connectivity and education enabling technologies like computers, tablets, and smartphones among others. De-Waard [7] reinforces the above captured definitions by maintaining that MOOCs is an online learning platform in which learners gather to share experiences and knowledge either at the workplace or in schooling aspects and work in collaboration as well as individually to learn more using the available learning resources in MOOCs platforms.
3. How MOOCs work
In terms of form or appearance, MOOCs being online based platform where users access learning contents via the internet, it often take or come in the following formats that users utilize in enhancing their skills-set: learners interaction platforms through forums; recorded or filmed video lessons; exams and internet-based assessments; engaging educational modules; literacy; and sets of problems for users to solve [6]. Typically, for each MOOC, there is need for a course platform and a provider of the course. Examples of providers of course(s) are universities and colleges that avail lecturers or instructors as well as course(s) learning materials for learners/users’ access and interaction in the existing platform [6, 8]. Among the widely existing and known platforms that offer the requisite technological structure for MOOCs’ course modules include Coursera (Udacity), EdX and Canvas among others [6, 9].
Given the above MOOCs’ definitions and features, it can argued that definitions of MOOCs is inspired by its acronyms ‘MOOC’ as it emphasizes shared involvement or participation as well as collaboration in learning. Despite the notable definitions advanced for MOOCs, it is still observed to be loosely defined since in whole, MOOCs can be observed in relation to the scalability of distance and open learning services that are available online [8]. Ordinarily, a MOOC may be either less structured or fashioned in a university or college like system. MOOCs’ despite not according its users the much-sought certification, it has gained traction in the recent past due to its contribution to the furthering and enhancement of users’ employment prospects [6].
From the foregoing, it is evident that key distinguishing features of MOOCs are: free access to MOOCs’ learning resources; and, mass participation in learning via the MOOCs’ platform. We thus explore MOOCs in this paper from the mentioned MOOCs’ features.
4. MOOCs in Africa
Proponents of MOOCs within and outside the continent is rooted on the perception that that MOOCs presents a perfect avenue for providing affordable and quality education for learners in higher education institutions (HEIs) and individuals in pursuit of career development [10]. This is expressly due to the fact that MOOCs is largely appreciated by users falling in this category [learners in HEIs, and those seeking to advance their careers] [6].
Africa has over the years contended with perennially low enrolments to HEIs, specifically due to high costs of university education, high or excess number of learners seeking opportunities at HEIs against few slots in existing HEIs or low grades attained at secondary/high school level that restricts entry to HEIs to only high performers. Consequently, learners unable to secure slots at prestigious public HEIs have been forced to discontinue their education, forcing them to settle for casual or low level employments that require minimum/low level of skills-set.
The diminished opportunities at HEIs led to the enactment of laws that permit privatization of higher education learning in the 1990s for most African countries, to accommodate learners unable to secure opportunities in public universities. This practice led to deliberate random increase in private HEIs in the continent. This practice expanded opportunities for learners seeking university slots, and even provided varied and flexible learning time. HEIs learners thus have had the option of choosing among the varied learning times, the ones that best suited their programs [10]. For instance, one could opt for either distance learning module, day, weekend or evening classes.
The irony however, is that even with these developments, learners who attain the minimum required HEIs entry points still fail to join HEIs, even when they are selected to join them, due to abject poverty that such learners are subjected to [11, 12]. The prevailing poverty scenario in Africa has reduced the continent into a mere spectator in the ongoing MOOCs discourse and practice. This could be understood given the widespread poverty incidence across the country in comparison with the context of the developed countries [13].
However, due to the high cost of schooling, including those pertaining to learning materials like textbooks, the continent see MOOCs as an alternative affordable education platform. This is particularly due to the MOOCs’ feature of free utility, which has made MOOCs to be more attractive to developing countries. As noted previously, MOOCs prevalence is more on HEIs level compared to primary and secondary level in the African continent and this could perhaps be explain by the fact that at the HEIs level, funding and or support for learning lower than for primary and secondary levels. This is because the cost of learning increases with level, implying that the higher one goes the education ladder, the higher the cost. This has led to the governments (in sub-Saharan Africa) to prioritize provision of funding for primary level compared to secondary and tertiary levels respectively. Moreover, primary level is cheaper and covers more learners, which is a contrary case for tertiary level where the costs are higher yet covering fewer students [14]. MOOCs at HEIs in Africa is thus seen as a deliberate effort to address the high cost of HEIs and keep majority of learners from vulnerable, poor and marginalized areas in HEIs and or support them in accessing quality learning materials. The MOOCs platform is perceived as a crosscutting skills’ development vehicle that is keen on eliminating school dropouts post-secondary education level [10]. However, due to the COVID-19, varied levels of learning institutions (including primary and secondary) have adopted the MOOCs as the new alternative learning platform to keep learning ongoing during the school closure period [6].
Oyo and Kalema [10], offers a model (Figure 1) that depicts the entry and or access scenario into HEIs in the African continent where in the past, access to HEIs was limited to learners from the privileged settings, dubbed the society of the elite. This was followed by the present scenario where access to HEIs is characterized by privatization of learning in HEIs to maximize on access and or enrolments to HEIs [both public and private]. The paradox however, is even with the increased privatization of HEIs with the aim of increasing access to higher education (HE) learning, an equally higher number of learners seeking HE learning are unable to enroll to these institutions owing to the fact that enrolment to the private HEIs involve costs that learners from poor, and marginalized settings/households are unable to afford [11, 12].
Figure 1.
HEIs’ access viewpoints: The ivory tower era, the present [privatization era] and the future. Source: Adopted from Oyo and Kalema ([10], p. 4).
The era of MOOC is thus perceived as the future of learning and deemed as a driving vehicle for equal access to learning owing to its relatively cheap cost – free access to learning contents and materials, provided an individual has access to enabling devices or infrastructure like laptops, tablets, internet, and electricity among others [15]. Despite being viewed as a future education equalizing vehicle, COVID-19 has brought forth the future owing to the mass use of MOOCs’ components that include the open educational resources (OERs). It is however important to note that for a noteworthy uptake of MOOCs and related OERs features, it is imperative that sub-Saharan African (SSA) governments prioritize the need to strengthen the HEIs’ infrastructure and personnel. This include political good will towards MOOCs and OERs, strengthening HEIs’ teaching/professional competencies, and providing free or cheap internet bandwidth to MOOCs users and potential users.
5. Effects of MOOCs on urban education in cote d’Ivoire, Kenya, Ghana, and Nigeria
The uptake of technology-enabled education in the African continent is on the rise, a situation that could be attributed to significant in-country investments in the provision of internet to its inhabitants, particularly through undersea fiber optic cables [16]. Users and or adopters of MOOCs in Africa, like in other global regions is to a large extent a preserve of higher learning institutions, with corporate bodies following in pursuit. This could be perhaps due to the fact that the genesis of MOOCs and related OERs was from top higher learning institutions that include Stanford, Massachusetts Institute of Technology (MIT), and Harvard, with the successes observed in these institutions’ use and adoption of MOOCs believed to be replicable in other higher learning institutions.
Even with the observed internet provision efforts observed [16], Africa and in particular, sub-Saharan African (SSA) region, is still riddled with inadequate internet access, a situation which limits its participation and use in the global internet provided resources. For instance, the International Telecommunication Union (ITU) revealed that only about 16% of the region’s (SSA) inhabitants (constituting some 140 million individuals) had access to internet as of 2014 [16]. Evidence [17, 18] indicate that the situation has not changed, as internet access in SSA has largely remained low. Equally, access at household level is even discouragingly low as households with internet access is below 20% [16, 17], with those in urban areas constituting the highest proportion of households with internet access [17]. This implies that the region’s internet access gap is very high [19], thus reducing the region’s capability in accessing and utilizing internet resources, among them MOOCs for learning and teaching [9, 20].
Online learning through various distance-learning solutions (education technologies – EdTechs) have been proven to reduce educational costs as well as promote access, quality and equitable learning [9, 16]. Considering that access to MOOCs and open educational resources (OERs) is to a large extent driven or enabled through internet, the SSA and the African continent at large remain underserved leading to diminished access to MOOCs’ resources by learners and educators from this region. However, countries like Kenya, South Africa, Tanzania, and Uganda are making significant strides in the adoption and adaptation of online learning, by leveraging on existing enabling online-learning technology systems [21, 22].
Urban centers in SSA region are practically the areas that comparably to other regions in the continent (e.g. peri-urban, and rural areas), are enjoying internet coverage and access. It would therefore, imply that learning and teaching through MOOCs or OERs is more pronounced in urban areas than in rural or peri-urban areas [20]. However, this is not the case for a significant number of SSA countries. In Kenya, for instance, despite the country enjoying the use of undersea cable drawn all the way from the United Arabs Emirates (UAE) since 2009, a large swathe of the country is not accessing this service, resulting in over 70% of the population having no access to internet [18, 19]. This by extension has resulted in these underserved populations’ inability to access interned-provided resources. In particular, education, which is a key user of internet for the development, sharing/distribution, revision, re/use of educational resources has been disadvantaged [23]. Even within the urban households, access to internet is limited to affordability and therefore I will not be surprising to find a high number of urban households not having access to internet. This has resulted in unequal access to internet and utilization of educational resources availed through internet-enabled platforms like MOOCs and OERs [9]. Against this background, MOOCs and OERs’ utilization for learning and teaching in Kenya has not received the optimum user-threshold.
In Cote d’Ivoire, the predicament is same as that of Kenya, as there are inadequate infrastructure and systems that can support MOOCs and OERs for learning. In fact, limitations of internet access outside urban areas is considered a key impediment to the utilization of MOOCs and OERs, which if compounded by infrastructure and systems related limitations like inadequate learning institutions’ staffing, ICT, and program design, worsens the situation [24, 25]. This however, could change if the country’s recognition of the importance of distance learning solutions, through MOOCs and OERs, in provisioning of quality teaching and learning, especially at the higher education level is anything to go by (EdTech [25, 26]). The country sought to establish a MOOCs and OERs driven higher education institution – the Digital University of Ivory Coast – that was not only intended to promote distance learning for both urban and rural users, but also to modernize research and learning at higher education institution through the use of distance learning solutions (EdTechs) (Figure 2) [25, 27].
Figure 2.
African countries’ participation in MOOCs, by instructional language. Source: Adopted from Gérard et al. [16].
In Ghana, adoption and usage of MOOCs is likewise determined by the in/existence of enabling resources like MOOCs and OERs systemic quality, the system/platforms’ performance, and learners and teachers computer knowledge [28]. While usage of MOOCs and OERs in Ghanaian urban areas would be expected to high, considering the relative prevalence of internet in the country’s urban areas, this is not the case due to the perceived and real lacking interest in MOOCs and their use among students [28, 29]. This is further exacerbated by the limited internet and enabling or assistive devices’ [e.g. tablets, smartphones, computers etc.] access at the household level [30, 31], which limits usage of MOOCs and related OERs at urban household level. This situation has resulted in limited access to and usage of online learning and teaching resources for urban learners, further entrenching existing inequities in the provisioning of education and related resources at local and country level.
Nigerian context as pertains to MOOCs is a replica of the continent’s investment in MOOCs. Notable MOOCs investments in Nigeria are premised in higher learning institutions given its flexibility and potentials [32]. Some of the universities in Nigeria that offer programs that mirror MOOCs include the University of Ibadan (UI), Kaduna State University (KASU), University of Portharcourt, Bayero University Kano (BUK), University of Lagos, the National Open University of Nigeria (NOUN), and Centres for Distance and Continuing Education at Ahmadu Bello University, Zaria (ABU) [33]. The biased adoption and adaptation of MOOCs in higher learning institutions in Nigeria points to a gap in adoption and utilization of the MOOCs platform in basic level (primary and secondary/high school levels), which are potentially key beneficiaries of MOOCs. Inadequate financial resources, lack of or inadequate enabling technological resources are some of the notable limiting factors that militate against development of education and related platforms in Nigeria [10, 21, 33]. While notable investments have been made that lends to positive trajectory in the adoption of MOOCs in Nigeria, they are to a large extent restricted or limited to higher learning institutions. Learners outside these institutions’ environment are restricted in terms of access and use. Even those with access to the MOOCs platforms contend with the challenge of internet access among other technology aiding resources [32, 33]. This imply that urban learning and learners, though expected to benefit from MOOCs, also experience limitations in access and use of MOOCs, considering the inadequate enabling infrastructure.
6. Conclusion
African governments as well as educational institutions have recognized the central place of MOOCs and OERs in the advancement of quality and inexpensive education that meet the global or international standards. Against this background, there are noteworthy efforts, undertaken through a painstaking process, that can be witnessed in the continent’s education providing institutions, particularly higher education institutions. A key effort in this context is the provision of learning programs in universities that imitate and mirror the MOOCs and OERs approaches, like online learning and teaching as well as provisioning of learning materials for learners’ access freely. There are however, salient gaps that key education stakeholders could take into account, if efforts to promote and improve MOOCs and OERs adoption and adaptation into mainstream education is to yield desired results. The gaps could also be viewed as opportunities for stakeholders’ involvement depending on vantage point that one looks at it. Such gaps include limiting internet infrastructure and related ICT infrastructure like computer or ICT labs, which higher learning institution providers could work on expanding, including coming up with innovate ways that spur uptake and usage of MOOCs. For instance, could make deliberate efforts to support and encourage students’ use of OERs and MOOCs using the most suitable and innovative approaches. Moreover, efforts should be made in capacity building learners and/or users of MOOCs ICT skills where and when needed. On the part of MOOCs developers, deliberate efforts should be cast on guaranteeing that the right curriculum, quality instructional and appropriate pedagogical methods are availed and used in the MOOCs platforms that learners are exposed to.
It is also evident that inequities and inequalities’ dynamics in the urban space play an important role in accessing and using MOOCs and related OERs for learning. While it is expected that urban centres, being perceived to have sufficient infrastructural, would have a near universal access to internet and consequently, online learning resources like MOORs and OERs, this is sadly not the case as diverse poverty scenarios and different wealth quintiles determine uptake and usage of online resources. For urban households, only households with internet connections would have consistent access and use of the online learning platforms. Such households are however, the minority with majority of households lacking internet connections, hence making learning in urban areas using MOOCs and OERs to be an imbalanced intervention that further entrench education inequities and inequalities.
Finally, the salient ICT infrastructure challenges notwithstanding, African governments and educational institutions could leverage on the affordability of MOOCs and OERs to mitigate the inherent high cost of learning, particularly in higher learning institutions. This could particularly be effectively and efficiently explored through institution-to-institution collaboration, especially with the institutions in the developed countries, to act as benchmarks and help transform higher education institutions in the SSA region.
7. Recommendation
The following recommendations would thus suffice if efforts to make access to and utilization MOOCs and OERs a universal initiative that addresses aspects of educational inequities and inequalities:
Students’ uptake of MOOCs and OERs, regardless of context (location – urban or rural, and socio-economic context) is highly dependent on teacher-student support [28, 34]. It is therefore, imperative that instructors, educators or lecturers be at the forefront in supporting learners to use MOOCs or OERs. Such support could relate to students’ capacity building on re/use of online enabling resources (ICT) as well as provision of relevant and quality educational contents on the MOOCs’ platforms;
Enabling resources or environment (e.g. infrastructure related like internet and related technologies’ access etc.) is also observed to be a key determinant on uptake of MOOCs [35, 36, 37, 38, 39]. It is hence important that education providers, including both basic and higher learning education providers as well as state and non-state education stakeholders to prioritize and re-emphasize the important place of MOOCs in providing quality and affordable learning and teaching. This could be done by through provision of reliable internet access and related e-laboratories for e-learning at institutional level, as well as governmental and non-governmental educational actors support in provisioning household or public internet access primarily for accessing and using MOOCs;
Evidence [40], points to a unidirectional relationship between teaching quality and usage of MOOCs. It implies if quality is to be guaranteed in the MOOCs, adoption and enrolments to MOOCs will equally increase. For this reason, MOOCs’ developers should endeavor to use and provide educational contents that are guided by an appropriate pedagogy for all learning levels. For instance, it is observed that MOOCs’ providers tend to rely on a pedagogical approach that is cognitive-behaviorist centric [41, 42]. It thus follows that designers of MOOCs’ instructional resources ought to take into consideration the need to provide learners with materials for learner(s)‘s assessment, giving and obtaining feedback, provide materials that are applicable for remote usage, and materials that highlight the learning outcomes at the onset of the online lessons [43]; and,
Ease of utility is another determinant of uptake and use of MOOCs [35, 38, 44]. This shows that the performance of MOOCs in terms of its user-friendliness and ease of accessing the sought educational contents is integral in MOOCs’ utility to learners. To address this concern, MOOCs’ providers and developers of its contents should ensure existing MOOCs’ systems are user-friendly. This can be attained by having place a system that is easy to navigate, accessible even via smartphones (or any other hand-held gadgets), fast-loading site, learning sites that are visually appealing, and easy to utilize.
\n',keywords:"urban education, massive open online courses (MOOCs), distance learning solutions, learning and teaching",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/77991.pdf",chapterXML:"https://mts.intechopen.com/source/xml/77991.xml",downloadPdfUrl:"/chapter/pdf-download/77991",previewPdfUrl:"/chapter/pdf-preview/77991",totalDownloads:141,totalViews:0,totalCrossrefCites:0,dateSubmitted:"July 7th 2021",dateReviewed:"July 8th 2021",datePrePublished:"September 13th 2021",datePublished:"June 23rd 2022",dateFinished:"August 10th 2021",readingETA:"0",abstract:"MOOCs is slowly gaining traction in the education provisioning in SSA. Much of this is attributed to governmental and institutional aim of providing quality and affordable universal education to all learners. This chapter explores how MOOCs is affecting access to learning in SSA, with particular bias to urban education context. Evidence adduced in this chapter was adduced from secondary sources, involving review of relevant literature available from internet sources. In the internet sources visited, key search terms that were used in obtaining the relevant resources included but not limited to: ‘MOOCs and education’, ‘MOOCs in Africa’, ‘Education technologies AND MOOCs in Africa’, ‘MOOCs, OERs adoption and adaptability in Africa’, and ‘MOOCs’ challenges in Africa’ among others. It emerged that while MOOCs is gaining the needed traction in the SSA education space, the pace of its development is slow and calls for a more concerted effort from concerned education stakeholders.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/77991",risUrl:"/chapter/ris/77991",signatures:"Vollan Ochieng’, Maurice Mutisya and Caroline Thiong’o",book:{id:"10858",type:"book",title:"MOOC (Massive Open Online Courses)",subtitle:null,fullTitle:"MOOC (Massive Open Online Courses)",slug:"mooc-massive-open-online-courses-",publishedDate:"June 23rd 2022",bookSignature:"Dragan Cvetković",coverURL:"https://cdn.intechopen.com/books/images_new/10858.jpg",licenceType:"CC BY 3.0",editedByType:"Edited by",isbn:"978-1-83969-738-8",printIsbn:"978-1-83969-737-1",pdfIsbn:"978-1-83969-739-5",isAvailableForWebshopOrdering:!0,editors:[{id:"101330",title:"Dr.",name:"Dragan",middleName:"Mladen",surname:"Cvetković",slug:"dragan-cvetkovic",fullName:"Dragan Cvetković"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:[{id:"415565",title:"Dr.",name:"Vollan",middleName:"Okoth",surname:"Ochieng",fullName:"Vollan Ochieng",slug:"vollan-ochieng",email:"vochieng@aphrc.org",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"African Population and Health Research Center",institutionURL:null,country:{name:"Kenya"}}},{id:"425875",title:"Dr.",name:"Maurice",middleName:null,surname:"Mutisya",fullName:"Maurice Mutisya",slug:"maurice-mutisya",email:"mmutisya@aphrc.org",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"African Population and Health Research Center",institutionURL:null,country:{name:"Kenya"}}},{id:"425876",title:"Ms.",name:"Caroline",middleName:null,surname:"Thiong'O",fullName:"Caroline Thiong'O",slug:"caroline-thiong'o",email:"cthiongo@aphrc.org",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"African Population and Health Research Center",institutionURL:null,country:{name:"Kenya"}}}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. What is MOOCs?",level:"1"},{id:"sec_3",title:"3. How MOOCs work",level:"1"},{id:"sec_4",title:"4. MOOCs in Africa",level:"1"},{id:"sec_5",title:"5. Effects of MOOCs on urban education in cote d’Ivoire, Kenya, Ghana, and Nigeria",level:"1"},{id:"sec_6",title:"6. Conclusion",level:"1"},{id:"sec_7",title:"7. Recommendation",level:"1"}],chapterReferences:[{id:"B1",body:'Atiaja, L. M., and Proenza, R. S. (2016). MOOCs: Origin, characterization, principal problems and challenges in higher education. Journal of e-learning and knowledge Society, 12(1), 65-76.'},{id:"B2",body:'Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate: Journal of online Education, 5(1), 1-6. Retrieved from https://nsuworks.nova.edu/innovate/vol5/iss1/6'},{id:"B3",body:'Lange, C., and Costley, J (2015). Opportunities and Lessons from Informal and Non-formal Learning: Applications to Online Environments. 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EdTech in Ghana: A Rapid Scan. (EdTech Hub Country Scan). DOI: 10.5281/zenodo.3830951. Retrieved from https://docs.edtechhub.org/lib/4TKSDH2I/download/TUM48CS3/Abeba%20Taddese%20-%202020%20-%20EdTech%20in%20Ghana%20A%20Rapid%20Scan.pdf'},{id:"B32",body:'Jaiyeoba, A. O., and Ademola, A. I. (2014). Re-engineering tertiary education (university) for sustainable development in Nigeria. Reforming Higher Education in Africa, 46-57. DOI: 10.1.1.558.750'},{id:"B33",body:'Yunusa, A. A., Umar, I. N., and Ussher, J. (2020). Leveraging Massive Open Online Courses (MOOCs) for Increased Access and Quality Education in Nigeria. Universiti Sains Malaysia. Retrieved from https://www.researchgate.net/publication/341192760_Leveraging_Massive_Open_Online_Courses_MOOCs_for_Increased_Access_and_Quality_Education_in_Nigeria'},{id:"B34",body:'Magsamen-conrad, K., Upadhyaya, S., Youngnyo, C., and Dowd, J. (2015). Computers in human behavior bridging the divide: Using UTAUT to predict multigenerational tablet adoption practices. Comput. Human Behav, 50, 186-196. DOI: 10.1016/j.chb.2015.03.032'},{id:"B35",body:'Decman, M. (2015). Modelling the acceptance of e-learning in mandatory environments of higher education: The influence of previous education and gender. Computers in Human Behavior, 49, 272-281. DOI: 10.1016/j.chb.2015.03.022.'},{id:"B36",body:'Dulle, F. W. (2015). The suitability of the unified theory of acceptance and use of technology (UTAUT) model in open access adoption studies. Information Development, 27, 32-45. DOI: 10.1177/0266666910385375.'},{id:"B37",body:'Juinn, P., and Tan, B. (2013). Applying the UTAUT to understand factors affecting the use of English E-learning websites in Taiwan. Sage Open, 3(4), 1-12. DOI: 10.1177/2158244013503837.'},{id:"B38",body:'Pynoo, B., Devolder, P., Tondeur, J., Van Braak, J., Duyck, W., and Duyck, P. (2011). Predicting secondary school teachers’ acceptance and use of a digital learning environment: A cross-sectional study. Comput. Human Behav, 27, 568-575. DOI: 10.1016/j.chb.2010.10.005.'},{id:"B39",body:'Wang, Y. S., Wu, M. C., and Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. Br. J. Educ. Technol, 40, 92-118. DOI: 10.1111/j.1467-8535.2007.00809.x.'},{id:"B40",body:'Lee, B. C., Yoon, J. O., and Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Comput. Educ, 53, 1320-1329. DOI: 10.1016/j.compedu.2009.06.014.'},{id:"B41",body:'Bali, M. (2014). MOOC pedagogy: Gleaning good practice from existing MOOCs. MERLOT J. Online Learn. Teach, 10, 44-56.'},{id:"B42",body:'Bayne, S., and Ross, J. (2014). The pedagogy of the massive open online course (MOOC): The UK view. Higher Education Academy. 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IntechOpen’s Academic Editors and Authors have received funding for their work through many well-known funders, including: the European Commission, Bill and Melinda Gates Foundation, Wellcome Trust, Chinese Academy of Sciences, Natural Science Foundation of China (NSFC), CGIAR Consortium of International Agricultural Research Centers, National Institute of Health (NIH), National Science Foundation (NSF), National Aeronautics and Space Administration (NASA), National Institute of Standards and Technology (NIST), German Research Foundation (DFG), Research Councils United Kingdom (RCUK), Oswaldo Cruz Foundation, Austrian Science Fund (FWF), Foundation for Science and Technology (FCT), Australian Research Council (ARC).
Open Access publication costs can often be designated directly in the grants or in specific budgets allocated for that purpose. Many of the most important funding organisations encourage, and even request, that the projects they fund are made available at no cost to the wider public. IntechOpen strives to maintain excellent relationships with these funders and ensures compliance with mandates.
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In order to help Authors identify appropriate funding agencies and institutions, we have created a list, based on extensive research on various OA resources (including ROARMAP and SHERPA/JULIET) of organizations that have funds available. Before consulting our list we encourage you to petition your own institution or organization for Open Access funds or check the specifications of your grant with your funder to ascertain if publication costs are included. Where you are in receipt of a grant you should clarify:
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Please note that this list is not a definitive one and is updated regularly. To suggest possible modifications or the inclusion of your institution/funder, please contact us at funders@intechopen.com
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Please be aware that you must be a member, or grantee, of the institutions/funders listed in order to apply for their Open Access publication funds.
Open Access publication costs can often be designated directly in the grants or in specific budgets allocated for that purpose. Many of the most important funding organisations encourage, and even request, that the projects they fund are made available at no cost to the wider public. IntechOpen strives to maintain excellent relationships with these funders and ensures compliance with mandates.
\n\n
In order to help Authors identify appropriate funding agencies and institutions, we have created a list, based on extensive research on various OA resources (including ROARMAP and SHERPA/JULIET) of organizations that have funds available. Before consulting our list we encourage you to petition your own institution or organization for Open Access funds or check the specifications of your grant with your funder to ascertain if publication costs are included. Where you are in receipt of a grant you should clarify:
\n\n
\n\t
Does your institution already have a budget for covering Open Access publication costs?
\n\t
Does your grant list Open Access publication fees as legitimate direct/indirect costs?
\n
\n\n
If you are associated with any of the institutions in our list below, you can apply to receive OA publication funds by following the instructions provided in the links. Please consult the Open Access policies or grant Terms and Conditions of any institution with which you are linked to explore ways to cover your publication costs (also accessible by clicking on the link in their title).
\n\n
Please note that this list is not a definitive one and is updated regularly. To suggest possible modifications or the inclusion of your institution/funder, please contact us at funders@intechopen.com
\n\n
Please be aware that you must be a member, or grantee, of the institutions/funders listed in order to apply for their Open Access publication funds.
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Among different technologies for hydrogen production, oxygenic natural and artificial photosynthesis using direct photochemistry in synthetic complexes have a great potential to produce hydrogen as both use clean and cheap sources - water and solar energy. Photosynthetic organisms capture sunlight very efficiently and convert it into organic molecules. Artificial photosynthesis is one way to produce hydrogen from water using sunlight by employing biomimetic complexes. However, splitting of water into protons and oxygen is energetically demanding and chemically difficult. In oxygenic photosynthetic microorganisms water is splitted into electrons and protons during primary photosynthetic processes. The electrons and protons are redirected through the photosynthetic electron transport chain to the hydrogen-producing enzymes-hydrogenase or nitrogenase. By these enzymes, e- and H+ recombine and form gaseous hydrogen. Biohydrogen activity of hydrogenase can be very high but it is extremely sensitive to photosynthetic O2. At the moment, the efficiency of biohydrogen production is low. However, theoretical expectations suggest that the rates of photon conversion efficiency for H2 bioproduction can be high enough (> 10%). Our review examines the main pathways of H2 photoproduction using photosynthetic organisms and biomimetic photosynthetic systems and focuses on developing new technologies based on the effective principles of photosynthesis.",book:{id:"3587",slug:"biomimetics-learning-from-nature",title:"Biomimetics",fullTitle:"Biomimetics Learning from Nature"},signatures:"Suleyman I. Allakhverdiev, Vladimir D. Kreslavski, Velmurugan Thavasi, Sergei K. Zharmukhamedov, Vyacheslav V. 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It performs very complex tasks while occupying about 2 liters of volume and consuming very little energy. The computation tasks are performed by special cells in the brain called neurons. They compute using electrical pulses and exchange information between them through chemicals called neurotransmitters. With this as inspiration, there are several compute models which exist today trying to exploit the inherent efficiencies demonstrated by nature. The compute models representing spiking neural networks (SNNs) are biologically plausible, hence are used to study and understand the workings of brain and nervous system. More importantly, they are used to solve a wide variety of problems in the field of artificial intelligence (AI). They are uniquely suited to model temporal and spatio-temporal data paradigms. 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Meanwhile, three-dimensional (3D) integrated circuit (IC) design with non-volatile memory crossbar array uniquely unveils its intrinsic vector-matrix computation with parallel computing capability in neuromorphic computing designs. In this chapter, the state-of-the-art research trend on electronic circuit designs of neuromorphic computing will be introduced. Furthermore, a practical bio-inspired spiking neural network with delay-feedback topology will be discussed. In the endeavor to imitate how human beings process information, our fabricated spiking neural network chip has capability to process analog signal directly, resulting in high energy efficiency with small hardware implementation cost. Mimicking the neurological structure of mammalian brains, the potential of 3D-IC implementation technique with memristive synapses is investigated. 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Completed the Course Medical Mycology, the Centraalbureau voor Schimmelcultures (CBS), Fungal Biodiversity Centre, Netherlands (2006). International Union of Microbiological Societies (IUMS) Fellow, and International Emerging Infectious Diseases (IEID) Fellow, Centers for Diseases Control and Prevention (CDC), Atlanta, USA. Diploma of Dermatological Scientist, Japanese Society for Investigative Dermatology. Ph.D. of Juntendo University, Japan. Bachelor’s and Master’s degree, Medicine, West China University of Medical Sciences. Chair of Sichuan Medical Association Dermatology Committee. General Secretary of The 19th Annual Meeting of Chinese Society of Dermatology and the Asia Pacific Society for Medical Mycology (2013). In charge of the Annual Medical Mycology Course over 20-years authorized by National Continue Medical Education Committee of China. Member of the board of directors of the Asia-Pacific Society for Medical Mycology (APSMM). Associate editor of Mycopathologia. 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Biosensors, Biomaterials and Tissue Engineering",value:9,count:1},{group:"subseries",caption:"Bioinspired Technology and Biomechanics",value:8,count:2},{group:"subseries",caption:"Bioinformatics and Medical Informatics",value:7,count:9}],publicationYearFilters:[{group:"publicationYear",caption:"2021",value:2021,count:4},{group:"publicationYear",caption:"2019",value:2019,count:5},{group:"publicationYear",caption:"2018",value:2018,count:3}],authors:{paginationCount:250,paginationItems:[{id:"274452",title:"Dr.",name:"Yousif",middleName:"Mohamed",surname:"Abdallah",slug:"yousif-abdallah",fullName:"Yousif Abdallah",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/274452/images/8324_n.jpg",biography:"I certainly enjoyed my experience in Radiotherapy and Nuclear Medicine, particularly it has been in different institutions and hospitals with different Medical Cultures and allocated resources. Radiotherapy and Nuclear Medicine Technology has always been my aspiration and my life. As years passed I accumulated a tremendous amount of skills and knowledge in Radiotherapy and Nuclear Medicine, Conventional Radiology, Radiation Protection, Bioinformatics Technology, PACS, Image processing, clinically and lecturing that will enable me to provide a valuable service to the community as a Researcher and Consultant in this field. My method of translating this into day to day in clinical practice is non-exhaustible and my habit of exchanging knowledge and expertise with others in those fields is the code and secret of success.",institutionString:null,institution:{name:"Majmaah University",country:{name:"Saudi Arabia"}}},{id:"313277",title:"Dr.",name:"Bartłomiej",middleName:null,surname:"Płaczek",slug:"bartlomiej-placzek",fullName:"Bartłomiej Płaczek",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/313277/images/system/313277.jpg",biography:"Bartłomiej Płaczek, MSc (2002), Ph.D. (2005), Habilitation (2016), is a professor at the University of Silesia, Institute of Computer Science, Poland, and an expert from the National Centre for Research and Development. His research interests include sensor networks, smart sensors, intelligent systems, and image processing with applications in healthcare and medicine. He is the author or co-author of more than seventy papers in peer-reviewed journals and conferences as well as the co-author of several books. He serves as a reviewer for many scientific journals, international conferences, and research foundations. Since 2010, Dr. Placzek has been a reviewer of grants and projects (including EU projects) in the field of information technologies.",institutionString:"University of Silesia",institution:{name:"University of Silesia",country:{name:"Poland"}}},{id:"35000",title:"Prof.",name:"Ulrich H.P",middleName:"H.P.",surname:"Fischer",slug:"ulrich-h.p-fischer",fullName:"Ulrich H.P Fischer",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/35000/images/3052_n.jpg",biography:"Academic and Professional Background\nUlrich H. P. has Diploma and PhD degrees in Physics from the Free University Berlin, Germany. He has been working on research positions in the Heinrich-Hertz-Institute in Germany. Several international research projects has been performed with European partners from France, Netherlands, Norway and the UK. He is currently Professor of Communications Systems at the Harz University of Applied Sciences, Germany.\n\nPublications and Publishing\nHe has edited one book, a special interest book about ‘Optoelectronic Packaging’ (VDE, Berlin, Germany), and has published over 100 papers and is owner of several international patents for WDM over POF key elements.\n\nKey Research and Consulting Interests\nUlrich’s research activity has always been related to Spectroscopy and Optical Communications Technology. Specific current interests include the validation of complex instruments, and the application of VR technology to the development and testing of measurement systems. He has been reviewer for several publications of the Optical Society of America\\'s including Photonics Technology Letters and Applied Optics.\n\nPersonal Interests\nThese include motor cycling in a very relaxed manner and performing martial arts.",institutionString:null,institution:{name:"Charité",country:{name:"Germany"}}},{id:"341622",title:"Ph.D.",name:"Eduardo",middleName:null,surname:"Rojas Alvarez",slug:"eduardo-rojas-alvarez",fullName:"Eduardo Rojas Alvarez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/341622/images/15892_n.jpg",biography:null,institutionString:null,institution:{name:"University of Cuenca",country:{name:"Ecuador"}}},{id:"215610",title:"Prof.",name:"Muhammad",middleName:null,surname:"Sarfraz",slug:"muhammad-sarfraz",fullName:"Muhammad Sarfraz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/215610/images/system/215610.jpeg",biography:"Muhammad Sarfraz is a professor in the Department of Information Science, Kuwait University. His research interests include computer graphics, computer vision, image processing, machine learning, pattern recognition, soft computing, data science, intelligent systems, information technology, and information systems. Prof. Sarfraz has been a keynote/invited speaker on various platforms around the globe. He has advised various students for their MSc and Ph.D. theses. He has published more than 400 publications as books, journal articles, and conference papers. He is a member of various professional societies and a chair and member of the International Advisory Committees and Organizing Committees of various international conferences. Prof. Sarfraz is also an editor-in-chief and editor of various international journals.",institutionString:"Kuwait University",institution:{name:"Kuwait University",country:{name:"Kuwait"}}},{id:"32650",title:"Prof.",name:"Lukas",middleName:"Willem",surname:"Snyman",slug:"lukas-snyman",fullName:"Lukas Snyman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/32650/images/4136_n.jpg",biography:"Lukas Willem Snyman received his basic education at primary and high schools in South Africa, Eastern Cape. He enrolled at today's Nelson Metropolitan University and graduated from this university with a BSc in Physics and Mathematics, B.Sc Honors in Physics, MSc in Semiconductor Physics, and a Ph.D. in Semiconductor Physics in 1987. After his studies, he chose an academic career and devoted his energy to the teaching of physics to first, second, and third-year students. After positions as a lecturer at the University of Port Elizabeth, he accepted a position as Associate Professor at the University of Pretoria, South Africa.\r\n\r\nIn 1992, he motivates the concept of 'television and computer-based education” as means to reach large student numbers with only the best of teaching expertise and publishes an article on the concept in the SA Journal of Higher Education of 1993 (and later in 2003). The University of Pretoria subsequently approved a series of test projects on the concept with outreach to Mamelodi and Eerste Rust in 1993. In 1994, the University established a 'Unit for Telematic Education ' as a support section for multiple faculties at the University of Pretoria. In subsequent years, the concept of 'telematic education” subsequently becomes well established in academic circles in South Africa, grew in popularity, and is adopted by many universities and colleges throughout South Africa as a medium of enhancing education and training, as a method to reaching out to far out communities, and as a means to enhance study from the home environment.\r\n\r\nProfessor Snyman in subsequent years pursued research in semiconductor physics, semiconductor devices, microelectronics, and optoelectronics.\r\n\r\nIn 2000 he joined the TUT as a full professor. Here served for a period as head of the Department of Electronic Engineering. Here he makes contributions to solar energy development, microwave and optoelectronic device development, silicon photonics, as well as contributions to new mobile telecommunication systems and network planning in SA.\r\n\r\nCurrently, he teaches electronics and telecommunications at the TUT to audiences ranging from first-year students to Ph.D. level.\r\n\r\nFor his research in the field of 'Silicon Photonics” since 1990, he has published (as author and co-author) about thirty internationally reviewed articles in scientific journals, contributed to more than forty international conferences, about 25 South African provisional patents (as inventor and co-inventor), 8 PCT international patent applications until now. Of these, two USA patents applications, two European Patents, two Korean patents, and ten SA patents have been granted. A further 4 USA patents, 5 European patents, 3 Korean patents, 3 Chinese patents, and 3 Japanese patents are currently under consideration.\r\n\r\nRecently he has also published an extensive scholarly chapter in an internet open access book on 'Integrating Microphotonic Systems and MOEMS into standard Silicon CMOS Integrated circuitry”.\r\n\r\nFurthermore, Professor Snyman recently steered a new initiative at the TUT by introducing a 'Laboratory for Innovative Electronic Systems ' at the Department of Electrical Engineering. The model of this laboratory or center is to primarily combine outputs as achieved by high-level research with lower-level system development and entrepreneurship in a technical university environment. Students are allocated to projects at different levels with PhDs and Master students allocated to the generation of new knowledge and new technologies, while students at the diploma and Baccalaureus level are allocated to electronic systems development with a direct and a near application for application in industry or the commercial and public sectors in South Africa.\r\n\r\nProfessor Snyman received the WIRSAM Award of 1983 and the WIRSAM Award in 1985 in South Africa for best research papers by a young scientist at two international conferences on electron microscopy in South Africa. He subsequently received the SA Microelectronics Award for the best dissertation emanating from studies executed at a South African university in the field of Physics and Microelectronics in South Africa in 1987. In October of 2011, Professor Snyman received the prestigious Institutional Award for 'Innovator of the Year” for 2010 at the Tshwane University of Technology, South Africa. This award was based on the number of patents recognized and granted by local and international institutions as well as for his contributions concerning innovation at the TUT.",institutionString:null,institution:{name:"University of South Africa",country:{name:"South Africa"}}},{id:"317279",title:"Mr.",name:"Ali",middleName:"Usama",surname:"Syed",slug:"ali-syed",fullName:"Ali Syed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/317279/images/16024_n.png",biography:"A creative, talented, and innovative young professional who is dedicated, well organized, and capable research fellow with two years of experience in graduate-level research, published in engineering journals and book, with related expertise in Bio-robotics, equally passionate about the aesthetics of the mechanical and electronic system, obtained expertise in the use of MS Office, MATLAB, SolidWorks, LabVIEW, Proteus, Fusion 360, having a grasp on python, C++ and assembly language, possess proven ability in acquiring research grants, previous appointments with social and educational societies with experience in administration, current affiliations with IEEE and Web of Science, a confident presenter at conferences and teacher in classrooms, able to explain complex information to audiences of all levels.",institutionString:null,institution:{name:"Air University",country:{name:"Pakistan"}}},{id:"75526",title:"Ph.D.",name:"Zihni Onur",middleName:null,surname:"Uygun",slug:"zihni-onur-uygun",fullName:"Zihni Onur Uygun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/75526/images/12_n.jpg",biography:"My undergraduate education and my Master of Science educations at Ege University and at Çanakkale Onsekiz Mart University have given me a firm foundation in Biochemistry, Analytical Chemistry, Biosensors, Bioelectronics, Physical Chemistry and Medicine. After obtaining my degree as a MSc in analytical chemistry, I started working as a research assistant in Ege University Medical Faculty in 2014. In parallel, I enrolled to the MSc program at the Department of Medical Biochemistry at Ege University to gain deeper knowledge on medical and biochemical sciences as well as clinical chemistry in 2014. In my PhD I deeply researched on biosensors and bioelectronics and finished in 2020. Now I have eleven SCI-Expanded Index published papers, 6 international book chapters, referee assignments for different SCIE journals, one international patent pending, several international awards, projects and bursaries. In parallel to my research assistant position at Ege University Medical Faculty, Department of Medical Biochemistry, in April 2016, I also founded a Start-Up Company (Denosens Biotechnology LTD) by the support of The Scientific and Technological Research Council of Turkey. Currently, I am also working as a CEO in Denosens Biotechnology. The main purposes of the company, which carries out R&D as a research center, are to develop new generation biosensors and sensors for both point-of-care diagnostics; such as glucose, lactate, cholesterol and cancer biomarker detections. My specific experimental and instrumental skills are Biochemistry, Biosensor, Analytical Chemistry, Electrochemistry, Mobile phone based point-of-care diagnostic device, POCTs and Patient interface designs, HPLC, Tandem Mass Spectrometry, Spectrophotometry, ELISA.",institutionString:null,institution:{name:"Ege University",country:{name:"Turkey"}}},{id:"267434",title:"Dr.",name:"Rohit",middleName:null,surname:"Raja",slug:"rohit-raja",fullName:"Rohit Raja",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/267434/images/system/267434.jpg",biography:"Dr. Rohit Raja received Ph.D. in Computer Science and Engineering from Dr. CVRAMAN University in 2016. His main research interest includes Face recognition and Identification, Digital Image Processing, Signal Processing, and Networking. Presently he is working as Associate Professor in IT Department, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur (CG), India. He has authored several Journal and Conference Papers. He has good Academics & Research experience in various areas of CSE and IT. He has filed and successfully published 27 Patents. He has received many time invitations to be a Guest at IEEE Conferences. He has published 100 research papers in various International/National Journals (including IEEE, Springer, etc.) and Proceedings of the reputed International/ National Conferences (including Springer and IEEE). He has been nominated to the board of editors/reviewers of many peer-reviewed and refereed Journals (including IEEE, Springer).",institutionString:"Guru Ghasidas Vishwavidyalaya",institution:{name:"Guru Ghasidas Vishwavidyalaya",country:{name:"India"}}},{id:"246502",title:"Dr.",name:"Jaya T.",middleName:"T",surname:"Varkey",slug:"jaya-t.-varkey",fullName:"Jaya T. Varkey",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/246502/images/11160_n.jpg",biography:"Jaya T. Varkey, PhD, graduated with a degree in Chemistry from Cochin University of Science and Technology, Kerala, India. She obtained a PhD in Chemistry from the School of Chemical Sciences, Mahatma Gandhi University, Kerala, India, and completed a post-doctoral fellowship at the University of Minnesota, USA. She is a research guide at Mahatma Gandhi University and Associate Professor in Chemistry, St. Teresa’s College, Kochi, Kerala, India.\nDr. Varkey received a National Young Scientist award from the Indian Science Congress (1995), a UGC Research award (2016–2018), an Indian National Science Academy (INSA) Visiting Scientist award (2018–2019), and a Best Innovative Faculty award from the All India Association for Christian Higher Education (AIACHE) (2019). She Hashas received the Sr. Mary Cecil prize for best research paper three times. She was also awarded a start-up to develop a tea bag water filter. \nDr. Varkey has published two international books and twenty-seven international journal publications. She is an editorial board member for five international journals.",institutionString:"St. Teresa’s College",institution:null},{id:"250668",title:"Dr.",name:"Ali",middleName:null,surname:"Nabipour Chakoli",slug:"ali-nabipour-chakoli",fullName:"Ali Nabipour Chakoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/250668/images/system/250668.jpg",biography:"Academic Qualification:\r\n•\tPhD in Materials Physics and Chemistry, From: Sep. 2006, to: Sep. 2010, School of Materials Science and Engineering, Harbin Institute of Technology, Thesis: Structure and Shape Memory Effect of Functionalized MWCNTs/poly (L-lactide-co-ε-caprolactone) Nanocomposites. Supervisor: Prof. Wei Cai,\r\n•\tM.Sc in Applied Physics, From: 1996, to: 1998, Faculty of Physics & Nuclear Science, Amirkabir Uni. of Technology, Tehran, Iran, Thesis: Determination of Boron in Micro alloy Steels with solid state nuclear track detectors by neutron induced auto radiography, Supervisors: Dr. M. Hosseini Ashrafi and Dr. A. Hosseini.\r\n•\tB.Sc. in Applied Physics, From: 1991, to: 1996, Faculty of Physics & Nuclear Science, Amirkabir Uni. of Technology, Tehran, Iran, Thesis: Design of shielding for Am-Be neutron sources for In Vivo neutron activation analysis, Supervisor: Dr. M. Hosseini Ashrafi.\r\n\r\nResearch Experiences:\r\n1.\tNanomaterials, Carbon Nanotubes, Graphene: Synthesis, Functionalization and Characterization,\r\n2.\tMWCNTs/Polymer Composites: Fabrication and Characterization, \r\n3.\tShape Memory Polymers, Biodegradable Polymers, ORC, Collagen,\r\n4.\tMaterials Analysis and Characterizations: TEM, SEM, XPS, FT-IR, Raman, DSC, DMA, TGA, XRD, GPC, Fluoroscopy, \r\n5.\tInteraction of Radiation with Mater, Nuclear Safety and Security, NDT(RT),\r\n6.\tRadiation Detectors, Calibration (SSDL),\r\n7.\tCompleted IAEA e-learning Courses:\r\nNuclear Security (15 Modules),\r\nNuclear Safety:\r\nTSA 2: Regulatory Protection in Occupational Exposure,\r\nTips & Tricks: Radiation Protection in Radiography,\r\nSafety and Quality in Radiotherapy,\r\nCourse on Sealed Radioactive Sources,\r\nCourse on Fundamentals of Environmental Remediation,\r\nCourse on Planning for Environmental Remediation,\r\nKnowledge Management Orientation Course,\r\nFood Irradiation - Technology, Applications and Good Practices,\r\nEmployment:\r\nFrom 2010 to now: Academic staff, Nuclear Science and Technology Research Institute, Kargar Shomali, Tehran, Iran, P.O. Box: 14395-836.\r\nFrom 1997 to 2006: Expert of Materials Analysis and Characterization. Research Center of Agriculture and Medicine. Rajaeeshahr, Karaj, Iran, P. O. Box: 31585-498.",institutionString:"Atomic Energy Organization of Iran",institution:{name:"Atomic Energy Organization of Iran",country:{name:"Iran"}}},{id:"248279",title:"Dr.",name:"Monika",middleName:"Elzbieta",surname:"Machoy",slug:"monika-machoy",fullName:"Monika Machoy",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/248279/images/system/248279.jpeg",biography:"Monika Elżbieta Machoy, MD, graduated with distinction from the Faculty of Medicine and Dentistry at the Pomeranian Medical University in 2009, defended her PhD thesis with summa cum laude in 2016 and is currently employed as a researcher at the Department of Orthodontics of the Pomeranian Medical University. She expanded her professional knowledge during a one-year scholarship program at the Ernst Moritz Arndt University in Greifswald, Germany and during a three-year internship at the Technical University in Dresden, Germany. She has been a speaker at numerous orthodontic conferences, among others, American Association of Orthodontics, European Orthodontic Symposium and numerous conferences of the Polish Orthodontic Society. She conducts research focusing on the effect of orthodontic treatment on dental and periodontal tissues and the causes of pain in orthodontic patients.",institutionString:"Pomeranian Medical University",institution:{name:"Pomeranian Medical University",country:{name:"Poland"}}},{id:"252743",title:"Prof.",name:"Aswini",middleName:"Kumar",surname:"Kar",slug:"aswini-kar",fullName:"Aswini Kar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252743/images/10381_n.jpg",biography:"uploaded in cv",institutionString:null,institution:{name:"KIIT University",country:{name:"India"}}},{id:"204256",title:"Dr.",name:"Anil",middleName:"Kumar",surname:"Kumar Sahu",slug:"anil-kumar-sahu",fullName:"Anil Kumar Sahu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204256/images/14201_n.jpg",biography:"I have nearly 11 years of research and teaching experience. I have done my master degree from University Institute of Pharmacy, Pt. Ravi Shankar Shukla University, Raipur, Chhattisgarh India. I have published 16 review and research articles in international and national journals and published 4 chapters in IntechOpen, the world’s leading publisher of Open access books. I have presented many papers at national and international conferences. I have received research award from Indian Drug Manufacturers Association in year 2015. My research interest extends from novel lymphatic drug delivery systems, oral delivery system for herbal bioactive to formulation optimization.",institutionString:null,institution:{name:"Chhattisgarh Swami Vivekanand Technical University",country:{name:"India"}}},{id:"253468",title:"Dr.",name:"Mariusz",middleName:null,surname:"Marzec",slug:"mariusz-marzec",fullName:"Mariusz Marzec",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/253468/images/system/253468.png",biography:"An assistant professor at Department of Biomedical Computer Systems, at Institute of Computer Science, Silesian University in Katowice. Scientific interests: computer analysis and processing of images, biomedical images, databases and programming languages. He is an author and co-author of scientific publications covering analysis and processing of biomedical images and development of database systems.",institutionString:"University of Silesia",institution:{name:"University of Silesia",country:{name:"Poland"}}},{id:"212432",title:"Prof.",name:"Hadi",middleName:null,surname:"Mohammadi",slug:"hadi-mohammadi",fullName:"Hadi Mohammadi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/212432/images/system/212432.jpeg",biography:"Dr. Hadi Mohammadi is a biomedical engineer with hands-on experience in the design and development of many engineering structures and medical devices through various projects that he has been involved in over the past twenty years. Dr. Mohammadi received his BSc. and MSc. degrees in Mechanical Engineering from Sharif University of Technology, Tehran, Iran, and his PhD. degree in Biomedical Engineering (biomaterials) from the University of Western Ontario. He was a postdoctoral trainee for almost four years at University of Calgary and Harvard Medical School. He is an industry innovator having created the technology to produce lifelike synthetic platforms that can be used for the simulation of almost all cardiovascular reconstructive surgeries. He’s been heavily involved in the design and development of cardiovascular devices and technology for the past 10 years. He is currently an Assistant Professor with the University of British Colombia, Canada.",institutionString:"University of British Columbia",institution:{name:"University of British Columbia",country:{name:"Canada"}}},{id:"254463",title:"Prof.",name:"Haisheng",middleName:null,surname:"Yang",slug:"haisheng-yang",fullName:"Haisheng Yang",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/254463/images/system/254463.jpeg",biography:"Haisheng Yang, Ph.D., Professor and Director of the Department of Biomedical Engineering, College of Life Science and Bioengineering, Beijing University of Technology. He received his Ph.D. degree in Mechanics/Biomechanics from Harbin Institute of Technology (jointly with University of California, Berkeley). Afterwards, he worked as a Postdoctoral Research Associate in the Purdue Musculoskeletal Biology and Mechanics Lab at the Department of Basic Medical Sciences, Purdue University, USA. He also conducted research in the Research Centre of Shriners Hospitals for Children-Canada at McGill University, Canada. Dr. Yang has over 10 years research experience in orthopaedic biomechanics and mechanobiology of bone adaptation and regeneration. He earned an award from Beijing Overseas Talents Aggregation program in 2017 and serves as Beijing Distinguished Professor.",institutionString:null,institution:{name:"Beijing University of Technology",country:{name:"China"}}},{id:"89721",title:"Dr.",name:"Mehmet",middleName:"Cuneyt",surname:"Ozmen",slug:"mehmet-ozmen",fullName:"Mehmet Ozmen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/89721/images/7289_n.jpg",biography:null,institutionString:null,institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"265335",title:"Mr.",name:"Stefan",middleName:"Radnev",surname:"Stefanov",slug:"stefan-stefanov",fullName:"Stefan Stefanov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/265335/images/7562_n.jpg",biography:null,institutionString:null,institution:{name:"Medical University Plovdiv",country:{name:"Bulgaria"}}},{id:"242893",title:"Ph.D. Student",name:"Joaquim",middleName:null,surname:"De Moura",slug:"joaquim-de-moura",fullName:"Joaquim De Moura",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/242893/images/7133_n.jpg",biography:"Joaquim de Moura received his degree in Computer Engineering in 2014 from the University of A Coruña (Spain). In 2016, he received his M.Sc degree in Computer Engineering from the same university. He is currently pursuing his Ph.D degree in Computer Science in a collaborative project between ophthalmology centers in Galicia and the University of A Coruña. His research interests include computer vision, machine learning algorithms and analysis and medical imaging processing of various kinds.",institutionString:null,institution:{name:"University of A Coruña",country:{name:"Spain"}}},{id:"294334",title:"B.Sc.",name:"Marc",middleName:null,surname:"Bruggeman",slug:"marc-bruggeman",fullName:"Marc Bruggeman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/294334/images/8242_n.jpg",biography:"Chemical engineer graduate, with a passion for material science and specific interest in polymers - their near infinite applications intrigue me. \n\nI plan to continue my scientific career in the field of polymeric biomaterials as I am fascinated by intelligent, bioactive and biomimetic materials for use in both consumer and medical applications.",institutionString:null,institution:null},{id:"255757",title:"Dr.",name:"Igor",middleName:"Victorovich",surname:"Lakhno",slug:"igor-lakhno",fullName:"Igor Lakhno",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255757/images/system/255757.jpg",biography:"Igor Victorovich Lakhno was born in 1971 in Kharkiv (Ukraine). \nMD – 1994, Kharkiv National Medical Univesity.\nOb&Gyn; – 1997, master courses in Kharkiv Medical Academy of Postgraduate Education.\nPh.D. – 1999, Kharkiv National Medical Univesity.\nDSC – 2019, PL Shupik National Academy of Postgraduate Education \nProfessor – 2021, Department of Obstetrics and Gynecology of VN Karazin Kharkiv National University\nHead of Department – 2021, Department of Perinatology, Obstetrics and gynecology of Kharkiv Medical Academy of Postgraduate Education\nIgor Lakhno has been graduated from international training courses on reproductive medicine and family planning held at Debrecen University (Hungary) in 1997. Since 1998 Lakhno Igor has worked as an associate professor in the department of obstetrics and gynecology of VN Karazin National University and an associate professor of the perinatology, obstetrics, and gynecology department of Kharkiv Medical Academy of Postgraduate Education. Since June 2019 he’s been a professor in the department of obstetrics and gynecology of VN Karazin National University and a professor of the perinatology, obstetrics, and gynecology department. He’s affiliated with Kharkiv Medical Academy of Postgraduate Education as a Head of Department from November 2021. Igor Lakhno has participated in several international projects on fetal non-invasive electrocardiography (with Dr. J. A. Behar (Technion), Prof. D. Hoyer (Jena University), and José Alejandro Díaz Méndez (National Institute of Astrophysics, Optics, and Electronics, Mexico). He’s an author of about 200 printed works and there are 31 of them in Scopus or Web of Science databases. Igor Lakhno is a member of the Editorial Board of Reproductive Health of Woman, Emergency Medicine, and Technology Transfer Innovative Solutions in Medicine (Estonia). He is a medical Editor of “Z turbotoyu pro zhinku”. Igor Lakhno is a reviewer of the Journal of Obstetrics and Gynaecology (Taylor and Francis), British Journal of Obstetrics and Gynecology (Wiley), Informatics in Medicine Unlocked (Elsevier), The Journal of Obstetrics and Gynecology Research (Wiley), Endocrine, Metabolic & Immune Disorders-Drug Targets (Bentham Open), The Open Biomedical Engineering Journal (Bentham Open), etc. He’s defended a dissertation for a DSc degree “Pre-eclampsia: prediction, prevention, and treatment”. Three years ago Igor Lakhno has participated in a training course on innovative technologies in medical education at Lublin Medical University (Poland). Lakhno Igor has participated as a speaker in several international conferences and congresses (International Conference on Biological Oscillations April 10th-14th 2016, Lancaster, UK, The 9th conference of the European Study Group on Cardiovascular Oscillations). His main scientific interests: are obstetrics, women’s health, fetal medicine, and cardiovascular medicine. \nIgor Lakhno is a consultant at Kharkiv municipal perinatal center. He’s graduated from training courses on endoscopy in gynecology. He has 28 years of practical experience in the field.",institutionString:null,institution:null},{id:"244950",title:"Dr.",name:"Salvatore",middleName:null,surname:"Di Lauro",slug:"salvatore-di-lauro",fullName:"Salvatore Di Lauro",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0030O00002bSF1HQAW/ProfilePicture%202021-12-20%2014%3A54%3A14.482",biography:"Name:\n\tSALVATORE DI LAURO\nAddress:\n\tHospital Clínico Universitario Valladolid\nAvda Ramón y Cajal 3\n47005, Valladolid\nSpain\nPhone number: \nFax\nE-mail:\n\t+34 983420000 ext 292\n+34 983420084\nsadilauro@live.it\nDate and place of Birth:\nID Number\nMedical Licence \nLanguages\t09-05-1985. Villaricca (Italy)\n\nY1281863H\n474707061\nItalian (native language)\nSpanish (read, written, spoken)\nEnglish (read, written, spoken)\nPortuguese (read, spoken)\nFrench (read)\n\t\t\nCurrent position (title and company)\tDate (Year)\nVitreo-Retinal consultant in ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl. National Health System.\nVitreo-Retinal consultant in ophthalmology. Instituto Oftalmologico Recoletas. Red Hospitalaria Recoletas. Private practise.\t2017-today\n\n2019-today\n\t\n\t\nEducation (High school, university and postgraduate training > 3 months)\tDate (Year)\nDegree in Medicine and Surgery. University of Neaples 'Federico II”\nResident in Opthalmology. Hospital Clinico Universitario Valladolid\nMaster in Vitreo-Retina. IOBA. University of Valladolid\nFellow of the European Board of Ophthalmology. Paris\nMaster in Research in Ophthalmology. University of Valladolid\t2003-2009\n2012-2016\n2016-2017\n2016\n2012-2013\n\t\nEmployments (company and positions)\tDate (Year)\nResident in Ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl.\nFellow in Vitreo-Retina. IOBA. University of Valladolid\nVitreo-Retinal consultant in ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl. National Health System.\nVitreo-Retinal consultant in ophthalmology. Instituto Oftalmologico Recoletas. Red Hospitalaria Recoletas. \n\t2012-2016\n2016-2017\n2017-today\n\n2019-Today\n\n\n\t\nClinical Research Experience (tasks and role)\tDate (Year)\nAssociated investigator\n\n' FIS PI20/00740: DESARROLLO DE UNA CALCULADORA DE RIESGO DE\nAPARICION DE RETINOPATIA DIABETICA BASADA EN TECNICAS DE IMAGEN MULTIMODAL EN PACIENTES DIABETICOS TIPO 1. Grant by: Ministerio de Ciencia e Innovacion \n\n' (BIO/VA23/14) Estudio clínico multicéntrico y prospectivo para validar dos\nbiomarcadores ubicados en los genes p53 y MDM2 en la predicción de los resultados funcionales de la cirugía del desprendimiento de retina regmatógeno. Grant by: Gerencia Regional de Salud de la Junta de Castilla y León.\n' Estudio multicéntrico, aleatorizado, con enmascaramiento doble, en 2 grupos\nparalelos y de 52 semanas de duración para comparar la eficacia, seguridad e inmunogenicidad de SOK583A1 respecto a Eylea® en pacientes con degeneración macular neovascular asociada a la edad' (CSOK583A12301; N.EUDRA: 2019-004838-41; FASE III). Grant by Hexal AG\n\n' Estudio de fase III, aleatorizado, doble ciego, con grupos paralelos, multicéntrico para comparar la eficacia y la seguridad de QL1205 frente a Lucentis® en pacientes con degeneración macular neovascular asociada a la edad. (EUDRACT: 2018-004486-13). Grant by Qilu Pharmaceutical Co\n\n' Estudio NEUTON: Ensayo clinico en fase IV para evaluar la eficacia de aflibercept en pacientes Naive con Edema MacUlar secundario a Oclusion de Vena CenTral de la Retina (OVCR) en regimen de tratamientO iNdividualizado Treat and Extend (TAE)”, (2014-000975-21). Grant by Fundacion Retinaplus\n\n' Evaluación de la seguridad y bioactividad de anillos de tensión capsular en conejo. Proyecto Procusens. Grant by AJL, S.A.\n\n'Estudio epidemiológico, prospectivo, multicéntrico y abierto\\npara valorar la frecuencia de la conjuntivitis adenovírica diagnosticada mediante el test AdenoPlus®\\nTest en pacientes enfermos de conjuntivitis aguda”\\n. National, multicenter study. Grant by: NICOX.\n\nEuropean multicentric trial: 'Evaluation of clinical outcomes following the use of Systane Hydration in patients with dry eye”. Study Phase 4. Grant by: Alcon Labs'\n\nVLPs Injection and Activation in a Rabbit Model of Uveal Melanoma. Grant by Aura Bioscience\n\nUpdating and characterization of a rabbit model of uveal melanoma. Grant by Aura Bioscience\n\nEnsayo clínico en fase IV para evaluar las variantes genéticas de la vía del VEGF como biomarcadores de eficacia del tratamiento con aflibercept en pacientes con degeneración macular asociada a la edad (DMAE) neovascular. Estudio BIOIMAGE. IMO-AFLI-2013-01\n\nEstudio In-Eye:Ensayo clínico en fase IV, abierto, aleatorizado, de 2 brazos,\nmulticçentrico y de 12 meses de duración, para evaluar la eficacia y seguridad de un régimen de PRN flexible individualizado de 'esperar y extender' versus un régimen PRN según criterios de estabilización mediante evaluaciones mensuales de inyecciones intravítreas de ranibizumab 0,5 mg en pacientes naive con neovascularización coriodea secunaria a la degeneración macular relacionada con la edad. CP: CRFB002AES03T\n\nTREND: Estudio Fase IIIb multicéntrico, randomizado, de 12 meses de\nseguimiento con evaluador de la agudeza visual enmascarado, para evaluar la eficacia y la seguridad de ranibizumab 0.5mg en un régimen de tratar y extender comparado con un régimen mensual, en pacientes con degeneración macular neovascular asociada a la edad. CP: CRFB002A2411 Código Eudra CT:\n2013-002626-23\n\n\n\nPublications\t\n\n2021\n\n\n\n\n2015\n\n\n\n\n2021\n\n\n\n\n\n2021\n\n\n\n\n2015\n\n\n\n\n2015\n\n\n2014\n\n\n\n\n2015-16\n\n\n\n2015\n\n\n2014\n\n\n2014\n\n\n\n\n2014\n\n\n\n\n\n\n\n2014\n\nJose Carlos Pastor; Jimena Rojas; Salvador Pastor-Idoate; Salvatore Di Lauro; Lucia Gonzalez-Buendia; Santiago Delgado-Tirado. Proliferative vitreoretinopathy: A new concept of disease pathogenesis and practical\nconsequences. Progress in Retinal and Eye Research. 51, pp. 125 - 155. 03/2016. DOI: 10.1016/j.preteyeres.2015.07.005\n\n\nLabrador-Velandia S; Alonso-Alonso ML; Di Lauro S; García-Gutierrez MT; Srivastava GK; Pastor JC; Fernandez-Bueno I. Mesenchymal stem cells provide paracrine neuroprotective resources that delay degeneration of co-cultured organotypic neuroretinal cultures.Experimental Eye Research. 185, 17/05/2019. DOI: 10.1016/j.exer.2019.05.011\n\nSalvatore Di Lauro; Maria Teresa Garcia Gutierrez; Ivan Fernandez Bueno. Quantification of pigment epithelium-derived factor (PEDF) in an ex vivo coculture of retinal pigment epithelium cells and neuroretina.\nJournal of Allbiosolution. 2019. ISSN 2605-3535\n\nSonia Labrador Velandia; Salvatore Di Lauro; Alonso-Alonso ML; Tabera Bartolomé S; Srivastava GK; Pastor JC; Fernandez-Bueno I. Biocompatibility of intravitreal injection of human mesenchymal stem cells in immunocompetent rabbits. Graefe's archive for clinical and experimental ophthalmology. 256 - 1, pp. 125 - 134. 01/2018. DOI: 10.1007/s00417-017-3842-3\n\n\nSalvatore Di Lauro, David Rodriguez-Crespo, Manuel J Gayoso, Maria T Garcia-Gutierrez, J Carlos Pastor, Girish K Srivastava, Ivan Fernandez-Bueno. A novel coculture model of porcine central neuroretina explants and retinal pigment epithelium cells. Molecular Vision. 2016 - 22, pp. 243 - 253. 01/2016.\n\nSalvatore Di Lauro. Classifications for Proliferative Vitreoretinopathy ({PVR}): An Analysis of Their Use in Publications over the Last 15 Years. Journal of Ophthalmology. 2016, pp. 1 - 6. 01/2016. DOI: 10.1155/2016/7807596\n\nSalvatore Di Lauro; Rosa Maria Coco; Rosa Maria Sanabria; Enrique Rodriguez de la Rua; Jose Carlos Pastor. Loss of Visual Acuity after Successful Surgery for Macula-On Rhegmatogenous Retinal Detachment in a Prospective Multicentre Study. Journal of Ophthalmology. 2015:821864, 2015. DOI: 10.1155/2015/821864\n\nIvan Fernandez-Bueno; Salvatore Di Lauro; Ivan Alvarez; Jose Carlos Lopez; Maria Teresa Garcia-Gutierrez; Itziar Fernandez; Eva Larra; Jose Carlos Pastor. Safety and Biocompatibility of a New High-Density Polyethylene-Based\nSpherical Integrated Porous Orbital Implant: An Experimental Study in Rabbits. Journal of Ophthalmology. 2015:904096, 2015. DOI: 10.1155/2015/904096\n\nPastor JC; Pastor-Idoate S; Rodríguez-Hernandez I; Rojas J; Fernandez I; Gonzalez-Buendia L; Di Lauro S; Gonzalez-Sarmiento R. Genetics of PVR and RD. Ophthalmologica. 232 - Suppl 1, pp. 28 - 29. 2014\n\nRodriguez-Crespo D; Di Lauro S; Singh AK; Garcia-Gutierrez MT; Garrosa M; Pastor JC; Fernandez-Bueno I; Srivastava GK. Triple-layered mixed co-culture model of RPE cells with neuroretina for evaluating the neuroprotective effects of adipose-MSCs. Cell Tissue Res. 358 - 3, pp. 705 - 716. 2014.\nDOI: 10.1007/s00441-014-1987-5\n\nCarlo De Werra; Salvatore Condurro; Salvatore Tramontano; Mario Perone; Ivana Donzelli; Salvatore Di Lauro; Massimo Di Giuseppe; Rosa Di Micco; Annalisa Pascariello; Antonio Pastore; Giorgio Diamantis; Giuseppe Galloro. Hydatid disease of the liver: thirty years of surgical experience.Chirurgia italiana. 59 - 5, pp. 611 - 636.\n(Italia): 2007. ISSN 0009-4773\n\nChapters in books\n\t\n' Salvador Pastor Idoate; Salvatore Di Lauro; Jose Carlos Pastor Jimeno. PVR: Pathogenesis, Histopathology and Classification. Proliferative Vitreoretinopathy with Small Gauge Vitrectomy. Springer, 2018. ISBN 978-3-319-78445-8\nDOI: 10.1007/978-3-319-78446-5_2. \n\n' Salvatore Di Lauro; Maria Isabel Lopez Galvez. Quistes vítreos en una mujer joven. Problemas diagnósticos en patología retinocoroidea. Sociedad Española de Retina-Vitreo. 2018.\n\n' Salvatore Di Lauro; Salvador Pastor Idoate; Jose Carlos Pastor Jimeno. iOCT in PVR management. OCT Applications in Opthalmology. pp. 1 - 8. INTECH, 2018. DOI: 10.5772/intechopen.78774.\n\n' Rosa Coco Martin; Salvatore Di Lauro; Salvador Pastor Idoate; Jose Carlos Pastor. amponadores, manipuladores y tinciones en la cirugía del traumatismo ocular.Trauma Ocular. Ponencia de la SEO 2018..\n\n' LOPEZ GALVEZ; DI LAURO; CRESPO. OCT angiografia y complicaciones retinianas de la diabetes. PONENCIA SEO 2021, CAPITULO 20. (España): 2021.\n\n' Múltiples desprendimientos neurosensoriales bilaterales en paciente joven. Enfermedades Degenerativas De Retina Y Coroides. SERV 04/2016. \n' González-Buendía L; Di Lauro S; Pastor-Idoate S; Pastor Jimeno JC. Vitreorretinopatía proliferante (VRP) e inflamación: LA INFLAMACIÓN in «INMUNOMODULADORES Y ANTIINFLAMATORIOS: MÁS ALLÁ DE LOS CORTICOIDES. RELACION DE PONENCIAS DE LA SOCIEDAD ESPAÑOLA DE OFTALMOLOGIA. 10/2014.",institutionString:null,institution:null},{id:"243698",title:"Dr.",name:"Xiaogang",middleName:null,surname:"Wang",slug:"xiaogang-wang",fullName:"Xiaogang Wang",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243698/images/system/243698.png",biography:"Dr. Xiaogang Wang, a faculty member of Shanxi Eye Hospital specializing in the treatment of cataract and retinal disease and a tutor for postgraduate students of Shanxi Medical University, worked in the COOL Lab as an international visiting scholar under the supervision of Dr. David Huang and Yali Jia from October 2012 through November 2013. Dr. Wang earned an MD from Shanxi Medical University and a Ph.D. from Shanghai Jiao Tong University. Dr. Wang was awarded two research project grants focused on multimodal optical coherence tomography imaging and deep learning in cataract and retinal disease, from the National Natural Science Foundation of China. He has published around 30 peer-reviewed journal papers and four book chapters and co-edited one book.",institutionString:null,institution:null},{id:"7227",title:"Dr.",name:"Hiroaki",middleName:null,surname:"Matsui",slug:"hiroaki-matsui",fullName:"Hiroaki Matsui",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Tokyo",country:{name:"Japan"}}},{id:"312999",title:"Dr.",name:"Bernard O.",middleName:null,surname:"Asimeng",slug:"bernard-o.-asimeng",fullName:"Bernard O. Asimeng",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Ghana",country:{name:"Ghana"}}},{id:"318905",title:"Prof.",name:"Elvis",middleName:"Kwason",surname:"Tiburu",slug:"elvis-tiburu",fullName:"Elvis Tiburu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Ghana",country:{name:"Ghana"}}},{id:"336193",title:"Dr.",name:"Abdullah",middleName:null,surname:"Alamoudi",slug:"abdullah-alamoudi",fullName:"Abdullah Alamoudi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Majmaah University",country:{name:"Saudi Arabia"}}},{id:"318657",title:"MSc.",name:"Isabell",middleName:null,surname:"Steuding",slug:"isabell-steuding",fullName:"Isabell Steuding",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Harz University of Applied Sciences",country:{name:"Germany"}}},{id:"318656",title:"BSc.",name:"Peter",middleName:null,surname:"Kußmann",slug:"peter-kussmann",fullName:"Peter Kußmann",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Harz University of Applied Sciences",country:{name:"Germany"}}}]}},subseries:{item:{id:"9",type:"subseries",title:"Biotechnology - Biosensors, Biomaterials and Tissue Engineering",keywords:"Biotechnology, Biosensors, Biomaterials, Tissue Engineering",scope:"The Biotechnology - Biosensors, Biomaterials and Tissue Engineering topic within the Biomedical Engineering Series aims to rapidly publish contributions on all aspects of biotechnology, biosensors, biomaterial and tissue engineering. We encourage the submission of manuscripts that provide novel and mechanistic insights that report significant advances in the fields. Topics can include but are not limited to: Biotechnology such as biotechnological products and process engineering; Biotechnologically relevant enzymes and proteins; Bioenergy and biofuels; Applied genetics and molecular biotechnology; Genomics, transcriptomics, proteomics; Applied microbial and cell physiology; Environmental biotechnology; Methods and protocols. Moreover, topics in biosensor technology, like sensors that incorporate enzymes, antibodies, nucleic acids, whole cells, tissues and organelles, and other biological or biologically inspired components will be considered, and topics exploring transducers, including those based on electrochemical and optical piezoelectric, thermal, magnetic, and micromechanical elements. Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11405,editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",slug:"luis-villarreal-gomez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",biography:"Dr. Luis Villarreal is a research professor from the Facultad de Ciencias de la Ingeniería y Tecnología, Universidad Autónoma de Baja California, Tijuana, Baja California, México. Dr. Villarreal is the editor in chief and founder of the Revista de Ciencias Tecnológicas (RECIT) (https://recit.uabc.mx/) and is a member of several editorial and reviewer boards for numerous international journals. He has published more than thirty international papers and reviewed more than ninety-two manuscripts. 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Possible contributions can address (but are not limited to) the following research topics: Bioinspired design and control of exoskeletons, orthoses, and prostheses; Experimental evaluation of the effect of assistive devices (e.g., influence on gait, balance, and neuromuscular system); Bioinspired technologies for rehabilitation, including clinical studies reporting evaluations; Application of neuromuscular and biomechanical models to the development of bioinspired technology.',annualVolume:11404,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/8.jpg",editor:{id:"144937",title:"Prof.",name:"Adriano",middleName:"De Oliveira",surname:"Andrade",fullName:"Adriano Andrade",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRC8QQAW/Profile_Picture_1625219101815",institutionString:null,institution:{name:"Federal University of Uberlândia",institutionURL:null,country:{name:"Brazil"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"49517",title:"Prof.",name:"Hitoshi",middleName:null,surname:"Tsunashima",fullName:"Hitoshi Tsunashima",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYTP4QAO/Profile_Picture_1625819726528",institutionString:null,institution:{name:"Nihon University",institutionURL:null,country:{name:"Japan"}}},{id:"425354",title:"Dr.",name:"Marcus",middleName:"Fraga",surname:"Vieira",fullName:"Marcus Vieira",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003BJSgIQAX/Profile_Picture_1627904687309",institutionString:null,institution:{name:"Universidade Federal de Goiás",institutionURL:null,country:{name:"Brazil"}}},{id:"196746",title:"Dr.",name:"Ramana",middleName:null,surname:"Vinjamuri",fullName:"Ramana Vinjamuri",profilePictureURL:"https://mts.intechopen.com/storage/users/196746/images/system/196746.jpeg",institutionString:"University of Maryland, Baltimore County",institution:{name:"University of Maryland, Baltimore County",institutionURL:null,country:{name:"United States of America"}}}]},{id:"9",title:"Biotechnology - Biosensors, Biomaterials and Tissue Engineering",keywords:"Biotechnology, Biosensors, Biomaterials, Tissue Engineering",scope:"The Biotechnology - Biosensors, Biomaterials and Tissue Engineering topic within the Biomedical Engineering Series aims to rapidly publish contributions on all aspects of biotechnology, biosensors, biomaterial and tissue engineering. We encourage the submission of manuscripts that provide novel and mechanistic insights that report significant advances in the fields. Topics can include but are not limited to: Biotechnology such as biotechnological products and process engineering; Biotechnologically relevant enzymes and proteins; Bioenergy and biofuels; Applied genetics and molecular biotechnology; Genomics, transcriptomics, proteomics; Applied microbial and cell physiology; Environmental biotechnology; Methods and protocols. Moreover, topics in biosensor technology, like sensors that incorporate enzymes, antibodies, nucleic acids, whole cells, tissues and organelles, and other biological or biologically inspired components will be considered, and topics exploring transducers, including those based on electrochemical and optical piezoelectric, thermal, magnetic, and micromechanical elements. Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",annualVolume:11405,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",institutionString:null,institution:{name:"Autonomous University of Baja California",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"35539",title:"Dr.",name:"Cecilia",middleName:null,surname:"Cristea",fullName:"Cecilia Cristea",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYQ65QAG/Profile_Picture_1621007741527",institutionString:null,institution:{name:"Iuliu Hațieganu University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"40735",title:"Dr.",name:"Gil",middleName:"Alberto Batista",surname:"Gonçalves",fullName:"Gil Gonçalves",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYRLGQA4/Profile_Picture_1628492612759",institutionString:null,institution:{name:"University of Aveiro",institutionURL:null,country:{name:"Portugal"}}},{id:"211725",title:"Associate Prof.",name:"Johann F.",middleName:null,surname:"Osma",fullName:"Johann F. 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