In recent years, a global increase in access to the Internet coupled with a demand for quality and affordable higher education and a willingness on the part of faculty at some international higher education institutions (HEIs) to experiment with Web 2.0 tools and concepts has resulted in the substantial growth of Massive Open Online Courses (MOOCs). The growth in these courses is driven primarily by issues of cost and access, as outlined by Cathy N. Davidson in her article ‘Are MOOCs Really the Future of the University?’. In parts of the developing world, in particular countries in Africa, an already-existing skills shortage is exacerbated by limited access to HEIs and the sometimes prohibitive cost of obtaining a degree. In contexts such as these, MOOCs have been proposed as a potential solution. However, the utopian vision put forward by proponents of the system – free, quality education delivered online – is countered by anxiety from some faculty members at HEIs, focused predominantly on what this would mean for the traditional university system.