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 343 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
A comparative study of the teaching effect of 'Flipped' MOOC class and conventional class
Chen, Xiaolu; Wu, Helan; Li, Kam Cheong; Yuen, Kin Sun; Wong, Billy Tak Ming
MOOC and flipped classes are models of instruction which have sprung up in the last few years, in educational circles all over the world. In the School of Physics and Engineering at Tongji University, we have integrated ...
Match: MOOC
Evaluation of Student Feedback Within a MOOC Using Sentiment Analysis and Target Groups
Lundqvist, Karsten Ø.; Liyanagunawardena, Tharindu; Starkey, Louise
Many course designers trying to evaluate the experience of participants in a MOOC will find it difficult to track and analyse the online actions and interactions of students because there may be thousands of learners ...
Match: MOOC
Alternative models of education delivery
UNESCO Institute for Information Technologies in Education
The key goal of this Policy Brief is to produce a number of alternative models of education delivery in the formal education sector. It was felt that the creation of five alternative models would sufficiently populate ...
Match: MOOC
Improving learning in MOOCs through peer feedback: How is learning improved by providing and receiving feedback?
Jiao, Jianli; Yang, Yuqin; Zhong, Hongrui; Ren, Gaimei; et al.
As the "campus tsunami'' that is purportedly poised to change the face of higher education. Peer assessment has been adopted as a strategy to stimulate students' active engagement in learning in MOOCs. While it is ...
Match: MOOC
On the impact of MOOCs on engineering education
Iqbal, Sajid; Zang, Xizhe; Zhu, Yanhe; Chen, Yan Yan; Zhao, Jie
From the early 90s, online education has been continually reshaping the notion of open learning. Massive Open Online Courses (MOOCs) have generated a paradigm shift in online education by presenting free high-quality ...
Match: MOOC
Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs
Comer, Denise; Clark, Charlotte; Canelas, Dorian; McGreal, Rory; Conrad, Dianne
This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a ...
Match: MOOC
Why MOOCs while dealing with large numbers of distance learners
Aydin, Cengiz Hakan
This webinar focuses on a long-time open and distance learning provider institution’s MOOCs initiative. It does not only provide an insight about the instructional, assessment, and managerial strategies but also ...
Match: MOOC
Learning designers in the ‘Third Space’: The socio-technical construction of MOOCs and their relationship to educator and learning designer roles in HE
White, Steven; White, Su
Massive Open Online Courses (MOOCs) are frequently portrayed as “agents of change” in higher education (HE), impacting on institutional practices, processes and structures throughout HE. However, these courses do ...
Match: MOOC









