A comparison of MOOC development and delivery approaches. Issue 2 (6th March 2017)

• Record Type: Journal Article
• Authors: Smith, Neil; Caldwell, Helen; Richards, Mike; Bandara, Arosha
• Is Part Of: International journal of information and learning technology. Volume 34:Issue 2(2017)
• Page Start: 152
• Page End: 164
• Publication Date: 2017-03-06
• Subjects: Distance learning -- Computer-based learning -- E-learning -- Open learning; Education, Higher -- Data processing -- Periodicals; Education, Higher -- Computer networks -- Periodicals; Education, Higher -- Information technology -- Periodicals; 378.00285
• DOI: 10.1108/IJILT-09-2016-0047
• Languages: English
• ISSNs: 2056-4880

Abstract

Abstract : Purpose: The purpose of this paper is to present a comparison of two ways of developing and delivering massive open online courses (MOOCs). One was developed by The Open University in collaboration with FutureLearn; the other was developed independently by a small team at the Northampton University. Design/methodology/approach: The different approaches had very different profiles of pedagogic flexibility, cost, development processes, institutional support and participant numbers. Findings: MOOCs on existing large platforms can reach thousands of people, but constrain pedagogical choice. Self-made MOOCs have smaller audiences but can target them more effectively. Originality/value: This comparison shows that, several years after MOOCs became prominent, there are many viable approaches for MOOCs.