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MOOCs: What Motivates the Producers and Participants?

2015; Springer Science+Business Media; Linguagem: Inglês

10.1007/978-3-319-25768-6_7

1865-0937

Su White, Hugh Davis, Kate Dickens, Manuel León Urrutia, María del Mar Sánchez Vera,

E-Learning and Knowledge Management

Within the current educational landscape, Massively Open Online Courses (MOOCs) have stimulated extensive interest and hype in a short time. It has been asserted that these open courses are no more than a prelude to the disruption that traditional Higher Education Institutions will experience from the growth of on-line education. Meanwhile, institutions are making increasingly significant investments to produce MOOCs, and learners are enthusiastically enrolling in large numbers, often in tens of thousands. The analysis presented identifies a spectrum of motivating factors for universities, and suggests likely areas for future attention and developments. It further identifies a range of motivations for learner participation, which may not be identical across cultures and which MOOC providers might wish to take into account.