Learners’ readiness for xMOOCs, a variant of MOOCs, mode of teachingleaning
interaction by four categories of university students in Nigeria (Conventional, National
Open University of Nigerian, Open Distance learners, and Postgraduate learners) was
investigated for possible inequity; using comparative ex post facto research design.
Disproportional stratified random sampling was employed to draw a sample of 1200 students
for the study. Data were collected with a highly valid (0.721 to 0.891) and reliable (0.832 to
0.880) instrument, dubbed xMOOCs Readiness Indicators. Results demonstrated
overwhelming preponderance of Postgraduates’ incomparable superiority over other students
across all the eight factors of readiness for xMOOCs (study skills, motivation, self-direction,
computer skills, Internet skills, communication skills, self-efficacy, and ICT facilities
ownership). There is inequity in Nigeria in terms of university students’ readiness for xMOOCs.
While xMOOCs can and should successfully be used for postgraduate programs in Nigeria as
the learners are suitably ready for it; the three categories of undergraduate learners’ readiness
for xMOOCs demand radical improvement before this swiftly revolutionary educational
approach can be adopted optimally fruitfully in the country.