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.

An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education

MOOCs may not be as disruptive as they claim to be, as they often perpetuate academic elitism and entrench academic exclusion in African universities.

Disrupting and democratising higher education provision or entrenching academic elitism: towards a model of MOOCs adoption at African universities

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.

The MOOC pivot

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.

MOOCs, disruptive innovation and the future of higher education: A conceptual analysis

MOOCs are a disruptive technology in higher education, transforming teaching and learning practices by enabling online learning and allowing for flexible scheduling.

Editorial: Massive open online courses (MOOCs): Disrupting teaching and learning practices in 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.

The Disruption and Global Implications of Massive Open Online Courses (MOOCs) for 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.

Moocs: Disruptive Innovation and the Future of Higher Education

MOOCs have the potential to disrupt learning at scale and become exemplars for real educational innovation, focusing on creativity, critical thinking, collaboration, and communication.

From disruption to innovation: thoughts on the future of MOOCs

MOOCs may disrupt higher education by commoditizing content and credentialing, potentially leading to apocalyptic outcomes if not supported by effective community-engaged pedagogies.

Transitional Disruption or End Times: The Apocalyptic Possibilities of MOOCs in Higher Education

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.

MOOCs: Disrupting the university or business as usual?

MOOCs may have significant effects on higher education, but more systematic research is needed to evaluate their impact on pedagogical approaches, delivery methods, certification, and business models.

The disruptive potential of the Massive Open Online Course: A literature review

MOOCs may provide a less expensive substitute for face-to-face instruction and may disrupt traditional higher education methods, but colleges and universities should adapt to online learning and MOOCs to maintain their relevance.

When Will College Truly Leave the Building: If MOOCs are the Answer, What is the Question?

MOOCs' promise of improving higher education and reducing costs is based on features that are not unique to them, and their financial appeal is based on features that are not relevant to education.

The Merchants of MOOCs

MOOCs may not address the challenge of reaching students from disadvantaged backgrounds and developing countries, but they do signal a threat to the higher education sector and the gap between graduates' skills and societal expectations.

A race to the bottom: MOOCs and higher education business models

MOOCs are a disruptive force in online education, causing university/student disengagement, low completion rates, peer assessment, and business models to be reevaluated.

MOOCs as a disruptive force in online education

MOOCs in the US, China, and India are shaped differently by cultural background, social needs, and economic development status, affecting their industry development and participant characteristics.

Massive Open Online Courses (MOOCs) in The United States, China, and India

MOOC adoption in Indian higher education is on the rise due to technological advancements, changing student and business demands, and potential cost savings and income generation.

MOOCs in Higher Education

MOOCs are rapidly evolving and gaining popularity, but their business models and return on investment are still evolving.

MOOCs Business Models

Australian universities are using MOOCs as a vehicle for curriculum redesign and internal curriculum redesign, while reiterating on fully embracing the concept and structure, and focusing on internal university work.

MOOCs, institutional policy and change dynamics in higher education

Disruption in the higher education sector in England has led to stronger social inclusion, increased student experience, and a focus on value-driven teaching and research, leading to a more distinctive and market-driven future.

Disruption and distinctiveness in higher education

What is the MOOCs and higher education disruption?

Some studies suggest MOOCs are a disruptive innovation in higher education, transforming teaching and learning practices and creating new markets, while other studies argue they perpetuate academic elitism, have low completion rates, and may not be as disruptive as claimed.