Massive Open Online Courses (MOOCs) have been the subject of much polarized debate around how they can potentially transform higher education in terms of opening access. Although MOOCs have been attracting large learner cohorts, concerns have emerged from the early evidence base centring upon issues of quality in learning and teaching provision, and there is clear evidence that impressive headline figures on MOOC enrolments often contrast with extremely low course completion rates, often as a result of unengaging content. To address these concerns of quality, low retention and the need for engagement, this paper provides a review and case study of MOOC provision. The review considers the current position of MOOCs as a change agent for higher education provision and the case study considers lessons learnt from an Astronomy MOOC which uses the Open2Study platform. This paper asks about new engagement strategies needed for face-to-face and online learners, explores how course retention can be improved in online provision and considers the need for evaluating measures of quality.

The growing interest in the use of games and simulations to support learning is evidenced in the literature, as well as in recent research projects and initiatives. While a focus upon the users of games and simulations is not well evidenced in the literature, this study aimed to highlight key issues and perceptions that inform and underpin how games and simulations were regarded by learners, tutors and experts using these tools. The paper highlights several key issues at stake in the wider debate about the validity of using games and simulations, including strengths of games to motivate learners, as well as scepticism about its efficacy as a learning tool. However, games and simulations are regarded as tools that may support differentiated learner groups including underserved learners, learners with skills needs (e.g. numeracy and literacy) and informal learners seeking to learn from experiences, as well as supporting collaborative learning practices. Furthermore, the majority of learners and tutors using games and simulations involved in the study did find value in using these tools as part of their wider learning and teaching practices.