Exploring Perspectives and Challenges of Information Professionals in Accessing Massive Open Online Courses for Professional Development

Background. In recent years, the landscape of professional development has been significantly transformed by the emergence of Massive Open Online Courses (MOOCs) which represent a revolutionary approach to education, offering flexible, accessible, and often cost-effective learning opportunities across a wide range of disciplines, including library and information science. Objectives. This study aims to examine the perspectives and challenges of information professionals in accessing MOOCs for professional development. Methods. The study used a mixed approach whereby an explanatory sequential design was used to collect, analyze and interpret data. Data was collected from public library staff, academic library staff, archivists, museum curators and human resource officers in Zanzibar. Out of 100, a total of 75 (75%) respondents filled out questionnaires and interviews were conducted with 16 key informants. Results. Findings revealed that the majority 50(67%) of information professionals experienced limited exposure to MOOCs and other professional development opportunities to upgrade their careers. Traditional methods such as seminars, workshops and conferences were the preferred methods of staff continuous training, however, the matter was not given the priority it deserves by individual staff. The study found the existence of partial support from management by providing funds for continuous training, however, there was neither direct involvement in the planning process nor serious evaluation made to assess the outcome of continuous staff training to achieve the organization’s objectives. Contribution. The study underlines the potential of MOOCs to revolutionize professional development for information professionals in Tanzania. © 2024, The authors.