Sustainability of Massive Open Online Courses (MOOCs): Beyond Business Models PROCEEDING
Brenda Cecilia Padilla Rodriguez, Universidad Autónoma de Nuevo León, Mexico ; Alejandro Armellini, University of Northampton, United Kingdom ; Susana Leticia de la Garza Escamilla, Universidad Autónoma de Nuevo León, Mexico
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In spite of the popularity of Massive Open Online Courses (MOOCs), their sustainability is still a matter of concern. This paper reports on the views of 21 European individuals involved in designing, developing, or delivering MOOCs. Semi-structured interviews provided information on the following key areas: 1) characteristics of a sustainable MOOC, 2) strategies to ensure sustainability, and 3) challenges. Findings show that a sustainable MOOC requires more than an underlying business model. It should successfully achieve its goals and maximise its benefits. While most participants agreed that a sustainable design is content-based and self-paced, some emphasised the need of a teacher and a community to support learning in MOOCs. Strategies to ensure MOOC sustainability include generating revenue sources, reducing delivery costs and relying on philanthropy. Participants commented on three main challenges: lack of time, institutional MOOC policies and funding.
Padilla Rodriguez, B.C., Armellini, A. & de la Garza Escamilla, S.L. (2018). Sustainability of Massive Open Online Courses (MOOCs): Beyond Business Models. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1641-1647). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2018 from https://www.learntechlib.org/primary/p/184391/.
© 2018 Association for the Advancement of Computing in Education (AACE)
- AlDahdouh, A.A., & Osório, A.J. (2016). Planning to design MOOC? Think first! The Online Journal of Distance Education and e-Learning, 4(2), 47-57. Retrieved from https://files.eric.ed.gov/fulltext/ED572897.pdf
- Allen, E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Survey Research Group Report. Retrieved from http://www.onlinelearningsurvey.com/reports/gradechange.pdf
- Anderson, T. (2013). Promise and/or Peril: MOOCs and Open and Distance Education. Athabasca University. Retrieved from http://www.col.org/sitecollectiondocuments/moocspromiseperil_anderson.pdf
- Grainger, B. (2013). Massive Open Online Course (MOOC) Report. London, UK: University of London. Retrieved from http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report2013.pdf
- Harrison, L. (2014). Open UToronto MOOC Initiative: Report on Second Year of Activity. Retrieved from http://www.ocw.utoronto.ca/open-utoronto-mooc-initiative/
- Hollands, F.M., & Tirthali, D. (2014). MOOCs: Expectations and Reality. Columbia University. Retrieved from http://cbcse.org/wordpress/wp-content/uploads/2014/05/MOOCs_Expectations_and_Reality.pdf
- Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf
- Liyanagunawardena, T.R., Lundqvist, K.O., & Williams, S.A. (2015). Massive Open Online Courses and economic sustainability. European Journal of Open, Distance and e-Learning, 18(2), 95-111. DOI:10.1515/eurodl-2015-0015
- McNaught, C., & Lam, P. (2010). Using Wordle as a Supplementary Research Tool. The Qualitative Report, 15(3), 630-643.
- Oyo, B., & Kalema, B.M. (2014). Massive Open Online Courses for Africa by Africa. The International Review of Research in Open and Distributed Learning, 15(6). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1889/3127
- Padilla Rodriguez, B.C., Armellini, A., & Caceres Villalba, V.C. (2016). Massive Open Online Courses (MOOCs) Behind the Scenes. In Proceedings of Global Learn 2016 (pp. 359-366). Association for the Advancement of Computing in Education
- Sa’don, N.F., Alias, R.A., & Ohshima, N. (2016).A Conceptual Business Model for MOOCs Sustainability in Higher Education. In M. Khalil, M. Ebner, M. Kopp, A. Lorenz, & M. Kalz (Eds.). Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016) (pp. 173-184).
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.