To MOOC or Not to MOOC
How Can Online Learning Help to Build the Future of Higher Education?

Focuses upon six institutions and tells the story of their engagement with Massive Open Online Courses, or MOOCs

Sarah Porter (Author)

9780081000489, Elsevier Science

Paperback / softback, published 11 May 2015

156 pages
22.9 x 15.1 x 1.1 cm, 0.24 kg

Scarcely a week goes by without coverage in the UK and international media about the latest MOOC revelation. Despite some significant initiatives in the dotcom era, online learning has somehow never delivered on its promise to revolutionize education. To MOOC or not to MOOC explores the history of MOOCs and analyses the current MOOC context by describing six institutions and the story of their engagement with MOOCs. Looking at each of the different type of institution in turn, it analyses the processes behind their decision to engage with online learning and MOOCs, how the MOOC project is managed and led, and discusses issues such as quality assurance, governance and partnerships. Chapters draw together and analyse the data and draw out advice for institutions, to help them make choices about how to respond to MOOCs and other high-impact changes in digital education. The book contains checklists and planning tools to support strategy and planning, and concludes with a future look at MOOCs exploring some of the possible trends that may impact upon higher education, such as business models, data and analytics, learning design and competitors in the MOOC marketplace.

• Part One
• Chapter 1: What are MOOCs?
• Chapter 2: The MOOCosphere
• Chapter 3: Examples of MOOCs
• Chapter 4: Introduction to the case studies
• Chapter 5: The confident entrepreneurs
• Chapter 6: The old hands: experts in online and distance learning
• Chapter 7: The institutional innovators
• Chapter 8: The opportunists
• Chapter 9: The cautious experimenters
• Chapter 10: The old guard
• Chapter 11: Key issues that emerged from the case studies
• Chapter 12: Planning the MOOC project
• Chapter 13: Planning your MOOC—costings
• Chapter 14: Business models for MOOCs
• Chapter 15: Additional benefits of MOOCs
• Part Two: Looking to the future
• Chapter 16 Understanding your market—the learner as consumer
• Chapter 17 Data and analytics
• Chapter 18 The developing MOOC market
• Appendix A
• Appendix B
• Appendix C
• Index

Subject Areas: Databases & the Web [UNN], Internet: general works [UBW], Educational equipment & technology, computer-aided learning [CAL JNV], Open learning, home learning, distance education [JNQ], Higher & further education, tertiary education [JNM], Education [JN]