Massive Open Online Course (MOOC) Market-Growth, Trends, and Forecast (2020-2025)
| Published | 1 February 2020 |
| Periodical | Pages 120 |
| Publisher | Mordor Intelligence |
| Country | United States, North America |
ABSTRACT
The Massive Open Online Course (MOOC) Market was valued at USD 5.16 billion in 2019 and is expected to reach USD 21.14 billion by 2025, at a CAGR of 29% over the forecast period 2020 - 2025. Advances in information and communication technologies are prompting the educators and learners to move past the constraints of time, space, and environment. While a traditional classroom education is well-known, learning systems outside the classroom, especially those enhanced through technology, are still being discussed.- Massive Open Online Courses (MOOCs) represent the final stage of current technological innovations in distance education, as these offer open educational resources to students all around the world. MOOCs are designed to be scalable to large online masses with free participation and without any formal requirements, and provide millions of individuals, around the world, the opportunity to learn through hundreds of public and private universities or organizations worldwide.
- Some of the major reasons behind MOOCs losing popularity are questionable course quality, high dropout rate, unavailable course credits, ineffective assessments, complex copyright, and limited hardware.
- With the required amount of financial resources at their counters, MOOCs companies are expected to reform and develop more apprenticeship-inclined course materials that can be used in a more blended online format, rather than fully online formats.
| Keywords | MOOC · market growth · trends |
| Language | English |
| Refereed | Does not apply |
| URL | https://www.orbisresearch.com/reports/index/massive-open-online-course-mooc-market-growth-trends-and-forecast-2020-2025 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 290 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Learning from current trends in online and blended degree education to prepare for the future
Guàrdia, Lourdes; Appel, Christine; Girona, Cris; Padilla, Rodríguez Brenda Cecilia; Witthaus, Gabi
The Online, Open and Flexible Higher Education Conference Hosted by FernUniversität in Hagen, 29-30 October 2015
The number of blended and online degrees being offered by European higher education institutions has ...
Match: MOOC; trends
MOOCs for professional teacher development
Jobe, William; Östlund, Christian; Svensson, Lars
A MOOC is a trending concept in education that is disrupting traditional methods of
learning consumption. The emergence and use of MOOCs for professional teacher development is still uncommon, but on the verge of ...
Match: MOOC; United States
Multi-faceted support for MOOC in programming
Vihavainen, Arto; Luukkainen, Matti; Kurhila, Jaakko
Many massive open online courses (MOOC) have been tremendously popular, causing a stir in academic institutions.
The most successful courses have reached tens of thousands of participants. In our MOOC on introductory ...
Match: MOOC
Integrating a MOOC into the postgraduate ELT curriculum: Reflecting on students' beliefs with a MOOC blend
Orsini-Jones, Marina; Gafaro, Barbara Conde; Altamimi, Shooq; Qian, Kan; Bax, Stephen
This chapter builds on the outcomes of a blended learning action-research project in its third iteration (academic year 2015-16). The FutureLearn Massive Open Online Course (MOOC) Understanding Language: Learning and ...
Match: MOOC
Open, online, flexible, technology-enhanced… and sustainable? Understanding new business models for distance and blended learning
Farrow, Robert; Orr, Dominic; Weller, Martin; Ubachs, George; Konings, Lizzie
Do open, online, flexible and technology-enhanced (OOFAT) approaches to education result in sustainable and innovative business models? This is the focus of the OOFAT Models project funded by ICDE and conducted by ...
Match: MOOC
MOOCs as a method of distance education in the Arab World – A review paper
Adham, Raniah Samir; Lundqvist, Karsten Oster
Massive Open Online Courses (MOOCs) in the Arab World are still in their infancy. Many Arab countries are now starting to launch their MOOC platforms; however, there are only a few who have actually implemented such ...
Match: MOOC
Conclusions of construction and development of MOOCs in China
Zheng, Qinhua; Chen, Li; Burgos, Daniel
On the whole, China has made remarkable achievements in construction of MOOCs, but it is also facing serious challenges. In the following parts, we are going to start from the perspective of the sustainable development ...
Match: MOOC
Gli Open Educational Path: per una accezione epistemologica di “apertura”
Calvani, Antonio; Menichetti, Laura
L’e-learning universitario ha visto affermarsi nuovi orientamenti all’insegna di una filosofia di “apertura” (openness) intesa come libero accesso e/o gratuità: i MOOC ne sono l’esempio più noto. È questa ...
Match: MOOC
What our MOOC did next: Embedding, exploiting, and extending an existing MOOC to fit strategic purposes and priorities
Borthwick, Kate; Orsini-Jones, Marina; Smith, Simon
This chapter describes how one particular Massive Open Online Course (MOOC), created at the University of Southampton, has evolved beyond its core purpose as a promotional tool, to complement and serve purposes and ...
Match: MOOC
Gamification in MOOC
Gené, Oriol Borrás; Núñez, Margarita Martínez; Blanco, Ángel Fidalgo; García-Peñalvo, Francisco José
The phenomenon of MOOC (Massive Online Open Courses) is increasingly experienced and is challenged by very low completion rates. There are a large number of students who drop out of the course, so it is necessary to ...
Match: MOOC









