@article {
	title = {MOOCs for universities and learners:  An analysis of motivating factors},
	year = {2014},
	month = {04/2014},
	author = {Davis, Hugh and Dickens, Kate and Leon, Manuel and del Vera, Maria Mar Sanchéz and White, Su},
	keywords = {motivations for learning, MOOCs, institutional strategy, education disruption},
	journal = {6th International Conference on Computer Supported Education},
	abstract = {Massively Open Online Courses (MOOCs) are a recent introduction to the palette of educational offerings yet in a short time they have become the subject of massive interest and hype. There are those that predict that these free courses are the first ripple in the coming wave of disruption that the web and on-line education will cause to traditional universities. However University investments in producing MOOCs are increasing exponentially and at the same time learners are enthusiastically registering in their tens of thousands for these courses. This paper describes some research into the motivations for universities to create MOOCs and the motivations of learners in registering and completing them. Our results show a spectrum of motivations for universities, and suggest a need for individual universities to be clear of where they sit in that spectrum. For students we see that motivations can vary significantly across cultures.},
	refereed = {yes},
	url = {http://eprints.soton.ac.uk/id/eprint/363714},
	attachments = {DavisEtAl2014MOOCsCSEDUFinal.pdf},
}