The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Massive Open Online Course (MOOC) Market-Growth, Trends, and Forecast (2020-2025)
Orbis Research

Published1 February 2020
PeriodicalPages 120
PublisherMordor Intelligence
CountryUnited 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

LanguageEnglish
RefereedDoes not apply
URLhttps://www.orbisresearch.com/reports/index/massive-open-online-course-mooc-market-growth-trends-and-forecast-2020-2025
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 227 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

MOOC user persistence
Heutte, Jean; Kaplan, Jonathan; Fenouillet, Fabien; Caron, Pierre-André; et al.
This research explores user persistence in a massive open online course (MOOC) that was set up as an experiment before the French Ministry of Higher Education and Research launched in October 2013 the French Digital ...
Match: mooc

Troubleshooters for tasks of introductory programming MOOCs
Lepp, Marina; Palts, Tauno; Luik, Piret; Papli, Kaspar; et al.
Learning programming has become more and more popular and organizing introductory massive open online courses (MOOCs) on programming can be one way to bring this education to the masses. While programming MOOCs usually ...
Match: mooc

The Dialogical Authentic Netlearning Activity (DIANA) Model for collaborative knowledge construction in MOOC
Ruhalahti, Sanna; Korhonen, Anne-Maria; Ruokamo, Heli
The ways in which we work and learn are changing rapidly. These changes require research and competencies that are not only new, but which also respond to the requirements of the digital age. The extensive social ...
Match: mooc

Open, online, and blended: Transactional interactions with MOOC content by learners in three different course formats
Emanuel, Jeffrey; Lamb, Anne
During the 2013-14 academic year, Harvard University piloted the use of MOOCs as tools for blended learning in select undergraduate and graduate residential and online courses. One of these courses, The Ancient Greek ...
Match: mooc

Open educational resources in Italy: Connecting the macro, meso and micro levels, towards a national OER ecosystem
Nascimbeni, Fabio
The chapter presents a snapshot of the state of the art of Open Educational Resources (OER) in Italy. It starts from the macro public policy level, noting that OER are part of the national school policy, to the advocacy ...
Match: mooc

The limitations of access alone: moving towards open processes in education technology
Knox, Jeremy
“Openness” has emerged as one of the foremost themes in education, within which an open education movement has enthusiastically embraced digital technologies as the central means of participation and inclusion. Open ...
Match: mooc

Supporting professional learning in a massive open online course
Milligan, Colin; Littlejohn, Allison; McGreal, Rory; Conrad, Dianne
Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to ...
Match: ; mooc

Digital entrepreneurship: MOOCs in entrepreneurship education the case of Graz University of technology
Vorbach, Stefan; Poandl, Elisabeth; Korajman, Ines; Auer, Michael E; Tsiatsos, Thrasyvoulos
Digital Entrepreneurship has gained substantial attention in theory and practice in the last years. In addition, new technological as well as pedagogical approaches have emerged. A special focus is set on massive open ...
Match: mooc