Comparing MOOC Adoption Strategies in Europe: Results from the HOME Project Survey
Much of the literature and the academic discussion about the impact of Massive Open Online Courses (MOOC) in institutional strategic planning has been centred on the US context. However, data shows that although the US are responsible for the largest MOOC platforms and the most successful course pro...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Athabasca University Press
2015-12-01
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| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | http://www.irrodl.org/index.php/irrodl/article/view/2154 |
| _version_ | 1818909763648356352 |
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| author | Darco Jansen Robert Schuwer Antonio Teixeira Cengiz Hakan Aydin |
| author_facet | Darco Jansen Robert Schuwer Antonio Teixeira Cengiz Hakan Aydin |
| author_sort | Darco Jansen |
| collection | DOAJ |
| description | Much of the literature and the academic discussion about the impact of Massive Open Online Courses (MOOC) in institutional strategic planning has been centred on the US context. However, data shows that although the US are responsible for the largest MOOC platforms and the most successful course provision, it is the European region which accounts for the highest percentage of global MOOC participation. Differently from the US Higher Education system framework, however, in Europe public policy and in particular the European Commission is now driving MOOC institutional uptake.
Given the very different institutional, political and cultural contexts, it is interesting to analyse how in these two different regions Higher Education institutions are responding to the challenges of the MOOC phenomena and are integrating it in their own strategic planning.
The current research presents the first attempt to conduct a benchmarking study of institutional MOOC strategies in Europe and the US. It's based on a survey launched by the EU-funded project HOME and compares results with a similar survey launched in the US. Results show that are significant differences in how US and European institutions understand the impact of massive forms of open education and also how they perceive the efficiency of digital education and online learning. |
| first_indexed | 2024-12-19T22:32:05Z |
| format | Article |
| id | doaj.art-84f3987a01dd4b88991fe32f097069ec |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-12-19T22:32:05Z |
| publishDate | 2015-12-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-84f3987a01dd4b88991fe32f097069ec2022-12-21T20:03:18ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312015-12-0116610.19173/irrodl.v16i6.2154Comparing MOOC Adoption Strategies in Europe: Results from the HOME Project SurveyDarco Jansen0Robert Schuwer1Antonio Teixeira2Cengiz Hakan Aydin3EADTUFontys University of Applied Sciences, Eindhoven,Universidade AbertaAnadolu UniversityMuch of the literature and the academic discussion about the impact of Massive Open Online Courses (MOOC) in institutional strategic planning has been centred on the US context. However, data shows that although the US are responsible for the largest MOOC platforms and the most successful course provision, it is the European region which accounts for the highest percentage of global MOOC participation. Differently from the US Higher Education system framework, however, in Europe public policy and in particular the European Commission is now driving MOOC institutional uptake. Given the very different institutional, political and cultural contexts, it is interesting to analyse how in these two different regions Higher Education institutions are responding to the challenges of the MOOC phenomena and are integrating it in their own strategic planning. The current research presents the first attempt to conduct a benchmarking study of institutional MOOC strategies in Europe and the US. It's based on a survey launched by the EU-funded project HOME and compares results with a similar survey launched in the US. Results show that are significant differences in how US and European institutions understand the impact of massive forms of open education and also how they perceive the efficiency of digital education and online learning.http://www.irrodl.org/index.php/irrodl/article/view/2154MOOCsInstitutional strategiesHigher EducationSurveyopen educationonline learning |
| spellingShingle | Darco Jansen Robert Schuwer Antonio Teixeira Cengiz Hakan Aydin Comparing MOOC Adoption Strategies in Europe: Results from the HOME Project Survey International Review of Research in Open and Distributed Learning MOOCs Institutional strategies Higher Education Survey open education online learning |
| title | Comparing MOOC Adoption Strategies in Europe: Results from the HOME Project Survey |
| title_full | Comparing MOOC Adoption Strategies in Europe: Results from the HOME Project Survey |
| title_fullStr | Comparing MOOC Adoption Strategies in Europe: Results from the HOME Project Survey |
| title_full_unstemmed | Comparing MOOC Adoption Strategies in Europe: Results from the HOME Project Survey |
| title_short | Comparing MOOC Adoption Strategies in Europe: Results from the HOME Project Survey |
| title_sort | comparing mooc adoption strategies in europe results from the home project survey |
| topic | MOOCs Institutional strategies Higher Education Survey open education online learning |
| url | http://www.irrodl.org/index.php/irrodl/article/view/2154 |
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