What is the MOOCs and higher education disruption?
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MOOCs and Higher Education Disruption
Introduction to MOOCs and Their Disruptive Potential
Massive Open Online Courses (MOOCs) have been heralded as a disruptive force in higher education since their inception in 2008. Initially, MOOCs were seen as a revolutionary way to democratize education by providing free, accessible, and high-quality courses to anyone with an internet connection. This concept was particularly appealing in a world where traditional higher education models were becoming increasingly expensive and exclusive1 2.
Evolution of MOOCs: From cMOOCs to xMOOCs
The first generation of MOOCs, known as cMOOCs, emphasized open, informal, and cooperative learning. These courses were designed to be autonomous and self-guided, breaking away from the traditional, structured educational models1. However, as universities began to adopt MOOCs, the model shifted towards xMOOCs, which mirrored traditional courses but were offered online for free. This shift diluted the initial disruptive potential of MOOCs, as they began to resemble the very systems they were supposed to disrupt1.
MOOCs in African Higher Education
In African higher education, MOOCs have been proposed as a solution to challenges such as limited access, high costs, and the need for quality education. However, the adoption of MOOCs in Africa has been complicated by issues of academic elitism and the commercialization of education. The involvement of top American universities and the use of university brands for profit have raised concerns about whether MOOCs truly democratize education or simply reinforce existing inequalities2.
The Reality of MOOCs' Disruption
Despite the initial hype, the disruptive impact of MOOCs on higher education has been limited. Data from platforms like edX show that most MOOC learners do not return after their first year, and participation is heavily concentrated in affluent countries. Additionally, low completion rates have persisted, challenging the notion that MOOCs can replace traditional education models3.
MOOCs as Sustaining Innovations
Some researchers argue that MOOCs should be viewed as sustaining innovations rather than disruptive ones. While they have created new markets for learners who are not served by traditional universities, they do not meet all the criteria of disruptive innovation. Instead, MOOCs have largely sustained existing educational practices by focusing on content delivery rather than pedagogical innovation4 7.
The Future of MOOCs: From Business Innovation to Educational Innovation
The current state of MOOCs reflects more of a business innovation than an educational one. Universities have used MOOCs to expand their global reach and scale, but this has not led to significant changes in teaching practices. To truly disrupt higher education, MOOCs need to address the real needs of 21st-century learners, such as creativity, critical thinking, collaboration, and communication skills8.
Conclusion
While MOOCs have not yet fulfilled their promise of disrupting higher education, they have highlighted the need for innovation in the sector. The future of MOOCs may lie in their ability to integrate more personalized and community-engaged pedagogies, especially for economically disadvantaged students. As the landscape of higher education continues to evolve, MOOCs have the potential to play a significant role in shaping its future, provided they can move beyond their current limitations and truly innovate in educational practices9 10.
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Most relevant research papers on this topic
An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education
AhMOOC, combining social advantages of cMOOCs, organizational benefits of xMOOCs, and personalization, can improve current MOOC results and address diversity needs in a disruptive way.
Highly CitedDisrupting and democratising higher education provision or entrenching academic elitism: towards a model of MOOCs adoption at African universities
MOOCs may not be as disruptive as they claim to be, as they often perpetuate academic elitism and entrench academic exclusion in African universities.
Literature ReviewThe MOOC pivot
MOOCs have shifted from disrupting higher education to helping universities outsource online master's degrees, with low completion rates and limited growth in affluent countries.
Highly CitedMOOCs, disruptive innovation and the future of higher education: A conceptual analysis
MOOCs may not be a disruptive innovation, but they may be a sustaining innovation that creates new markets for learners not currently served by universities.
Observational StudyHighly CitedEditorial: Massive open online courses (MOOCs): Disrupting teaching and learning practices in higher education
MOOCs are a disruptive technology in higher education, transforming teaching and learning practices by enabling online learning and allowing for flexible scheduling.
The Disruption and Global Implications of Massive Open Online Courses (MOOCs) for Higher Education
MOOCs have evolved into a viable business model, disrupting higher education and potentially bridging the North-South divide, with global implications for education.
Moocs: Disruptive Innovation and the Future of Higher Education
MOOCs represent disruptive innovation in higher education, offering valuable insight into shaping the future of the field and guiding proactive engagement in shaping it.
From disruption to innovation: thoughts on the future of MOOCs
MOOCs have the potential to disrupt learning at scale and become exemplars for real educational innovation, focusing on creativity, critical thinking, collaboration, and communication.
Transitional Disruption or End Times: The Apocalyptic Possibilities of MOOCs in Higher Education
MOOCs may disrupt higher education by commoditizing content and credentialing, potentially leading to apocalyptic outcomes if not supported by effective community-engaged pedagogies.
MOOCs: Disrupting the university or business as usual?
The creation of MOOCs (massive open online courses) has captured the imagination of higher education commentators around the globe. These online courses, initially coming out of elite institutions such as Stanford and MIT, have attracted large numbers of students and their 'success' has led to private companies such as Coursera and Udacity offering courses online. While online courses and open education have been around for several decades, the rise of MOOCs signals for many a fundamental shift in higher education. The New York Times declared 2012 'the year of the MOOC' and MOOCs have dominated recent discussion around the future of the university. Many academics and media pundits claimed that MOOCs would lead to a radical disruption of the university sector, ending the current model of higher education within a decade or two.
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