T
his research investigated readiness for Massive Open Online Courses (MOOCs) in Nigeria.
MOOCs comprises cMOOCs and xMOOCs; but it was very quickly found that there is no platform
based in Nigeria for the former, so the latter that is in the country is empirically examined in this work in
great detail. Learners’ readiness for xMOOCs, a variant of MOOCs, mode of teaching-leaning 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