In 2012 we published a diagram that gave a view of the evolutionary process behind the development of MOOCs in our white paper (MOOCs and Open Education: Implications for Higher Education, p.6). Recently we revisited this diagram (I know you shouldn’t try to re-heat a Soufflée!) in a paper (Partnership Model for Entrepreneurial Innovation in Open Online Learning) where we made an analysis of what, if any, impact MOOCs have had over the past 3 years and what the trajectory of development might be in the future.
We identify four key ideas/trends:
- I. Most MOOC content is not openly licensed so it cannot be reused in different contexts. However, there is a trend for MOOC to be made available ‘on demand’ after the course has finished, where they in effect become another source of online content that is openly available for use to support blended learning courses or a flipped classroom approach in face-to-face teaching.
- New pedagogical experiments in online distance learning can be identified although It is likely that they will evolve to more closely resemble regular online courses with flexible learning pathways. However, a range of paid-for services, including learning support on demand, qualitative feedback on assignments, and certification and credits will develop.
- The disruptive effect of MOOCs will be felt most significantly in the development of new forms of provision that go beyond the traditional HE market such as professional and corporate training that appeals to employers. these will be backed by awards from recognised institutions.
- The development of online courses is an evolving model with the market re-working itself to offer a broader range of solutions to deliver services at a range of price levels to a range of student types. There is great potential for add-on content services and the creation of new revenue models through building partnerships with institutions and other educational service providers. As these trends continue to unfold, we can expect to see even more entrepreneurial innovation and change in the online learning landscape.
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