The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Why do institutions offer MOOCs?
Hollands, Fiona and Tirthali, Devayani

PublishedOctober 2014
JournalOnline Learning
Volume 18, Issue 3, Pages 1-20

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.

Keywords goals for MOOC initiatives · higher education · literature review · MOOCs · online learning

ISSN2472-5730
Other number3
RefereedYes
RightsOpen Access Policy This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
DOI10.24059/olj.v18i3.464
URLhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/464
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
464-2528-2-PB.pdf · 225KB



Viewed by 10 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

Resource requirements and costs of developing and delivering MOOCs
Hollands, Fiona; Tirthali, Devayani; McGreal, Rory; Conrad, Dianne
Given the ongoing alarm regarding uncontrollable costs of higher education, it would be reasonable to expect not only concern about the impact of MOOCs on educational outcomes, but also systematic efforts to document ...
Match: Hollands, Fiona; Tirthali, Devayani; higher education; online learning

Integrating MOOCs in regular higher education: Challenges and opportunities from a Scandinavian perspective
Dalipi, Fisnik; Ferati, Mexhid; Kurti, Arianit; Zaphiris, Panayiotis; Ioannou, Andri
MOOCs are increasingly being considered by universities as an integral part of their curriculum. Nevertheless, there are several challenges that to some extent slow this process, where the most important one is the ...
Match: higher education; MOOCs; online learning

Student engagement in massive open online courses
Sinclair, Jane; Kalvala, Sara
Completion rates in massive open online courses (MOOCs) are disturbingly low. Existing analysis has focused on patterns of resource access and prediction of drop-out using learning analytics. In contrast, the ...
Match: higher education; MOOCs; online learning

A study of user participation across different delivery modes of a massive open online course
Sinclair, Jane; Boyatt, Russell; Foss, Jonathan; Rocks, Claire
Massive open online courses (MOOCs) are offered by many universities, with hundreds of thousands of people worldwide having registered for one or more of the many available courses. Despite the potential that has been ...
Match: higher education; MOOCs; online learning

How directing formal students to institutionally-delivered OER supports their success
Law, Patrina
The OpenLearn platform was launched in 2006 with the aim of delivering excerpts of the Open University’s (UK) (OU) curriculum as open educational resources (OER). Now reaching over 8.5m learners a year, the platform ...
Match: higher education; MOOCs; online learning

Massive open online courses: A review of usage and evaluation
Sinclair, Jane; Boyatt, Russell; Rocks, Claire; Joy, Mike
The massive open online course (MOOC) has seen a dramatic rise in prominence over the last five years and is heralded by some as disrupting existing pedagogy and practices within the education sector, while others are ...
Match: literature review; MOOCs; online learning

MOOCs: Expectations and reality: Full report
Hollands, Fiona M.; Tirthali, Devayani
The Question: Do MOOCs cost-effectively produce desirable educational outcomes compared to face-to-face and other online options? The Study: Based on extensive research and interviews, The Centre for Benefit-Cost ...
Match: Tirthali, Devayani

OER copyright and licensing toolkit: A guide for higher education institutions interested in creating and using Open Educational Resources
South African Institute for Distance Education; OER Africa
This toolkit is aimed at higher education stakeholders who are working with Open Educational Resources (OER). It explains the notion of copyright and describes the different licensing options available to the ...
Match: institutions; higher education

OER in Africa’s higher education institutions
Ngugi, Catherine N.
Higher education in Africa has had diverse histories and trajectories, and has played different roles over time. This article is concerned with the evolution and future of higher education on the continent, and the role ...
Match: institutions; higher education

Incentivizing the production and use of Open Educational Resources in higher education institutions
Annand, David; Jensen, Tilly
Substituting open educational resources (OER) for commercially-produced textbooks results in demonstrable cost savings for students in most higher education institutions. Yet OER are still not widely used, and progress ...
Match: institutions; higher education