Why do Institutions Offer MOOCs?

Abstract

By reviewing the literature and interviewing 83 individuals knowledgeable about massive open online courses (MOOCs), we investigate the goals of institutions of higher education that are currently developing and delivering such courses. We identify six major goals for MOOC initiatives: extending reach and access; building and maintaining brand; improving economics by reducing costs or increasing revenues; improving educational outcomes; innovation in teaching and learning; and conducting research on teaching and learning. Comparing these goals with the data being collected about MOOCs, their participants, and educational outcomes, as well as the resource requirements and cost drivers of the development and delivery process, we assess whether these goals are being met, or are likely to be in the future. While quantification of success in achieving these goals is for the most part lacking, we conclude that institutions are experiencing at least partial success in achieving each of these goals except for improving economics. We identify obstacles to fuller achievement of the goals and some potential solutions.

Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs

“…For example, most of these MOOCs target a national audience with a clear aim to serve continuing education purposes, in a scalable and cost efficiently way. The four MOOCs in English language differ from these as they target an international audience and aim to brand institutional expertise in these particular topics (Hollands & Tirthali, 2014;Andresen, 2016).…”

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

“…The primary purpose of Massive Open Online Courses (MOOCs) is currently debated among higher education administrators and professors as well as educational technology companies (Hollands & Tirthali, 2014;Jenkins, 2013;Lombardi, 2013;Pappano, 2012;Selingo, 2014). Universities and MOOC providers such as Coursera, EdX, and Udacity continue to make headlines in major mainstream media such as The Wall Street Journal and Washington Post as well as academic outlets such as The Chronicle of Higher Education and Inside Higher Ed (Kolowich, 2013a;Korn & Levitz, 2013;Luberecki, 2015;Thille, Mitchell, & Stevens, 2015).…”

Η αξιοποίηση των Μαζικών Ανοικτών Διαδικτυακών Μαθημάτων (MOOCs) από το ΕΑΠ: Ποιοτική έρευνα σε μέλη ΔΕΠ του ιδρύματος

“…Μάλιστα, η ανάπτυξη και η εξέλιξη των MOOCs στο διεθνές εκπαιδευτικό περιβάλλον εμφανίζεται ως καινοτομία που αποκτά ραγδαία εξάπλωση σε παγκόσμιο επίπεδο τόσο στην περιοχή της συμβατικής τριτοβάθμιας εκπαίδευσης όσο και των Ανοικτών Πανεπιστημίων (Baggaley, 2013;Moessinger, 2013;Siemens, 2013;Waldrop, 2013), γεγονός που φανερώνεται και από το μεγάλο αριθμό σχετικών επιστημονικών δημοσιεύσεων (βλ. ενδεικτικά : Chen, 2014;Colvin et al, 2014;Engle, Mankoff, & Carbrey, 2015;Firmin et al, 2014;Hollands & Tirthali, 2014;Liyanagunawardena, Adams, & Williams, 2013;Rodriguez, 2012;Stewart, 2013;Suen, 2014;Xu & Jaggars, 2014). Στόχος της εργασίας αυτής είναι η ανίχνευση των αντιλήψεων των μελών του Διδακτικού Ερευνητικού Προσωπικού (ΔΕΠ) του Ελληνικού Ανοικτού Πανεπιστημίου (ΕΑΠ) για τις δυνατότητες παροχής ανοικτής και εξ αποστάσεως εκπαίδευσης από το ίδρυμα με τη χρήση των MOOCs.…”