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A comparison of MOOC development and delivery approaches

Smith, Neil; Richards, Michael; Caldwell, Helen and Bandara, Arosha (2017). A comparison of MOOC development and delivery approaches. International Journal of Information and Learning Technology, 34(2) pp. 152–164.

URL: http://www.emeraldinsight.com/doi/full/10.1108/IJI...
DOI (Digital Object Identifier) Link: https://doi.org/10.1108/IJILT-09-2016-0047
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Abstract

We 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 Northampton University. The two MOOCs were intended to serve different audiences in different contexts. Hence, they had very different profiles of pedagogic flexibility, cost, development processes, institutional support, and participant numbers. This comparison shows that, several years after MOOCs became prominent, there are many viable approaches for MOOCs. 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.

Item Type: Journal Item
Copyright Holders: 2017 Emerald Publishing Limited
ISSN: 2056-4880
Extra Information: Special Issue: The technology and education interface
Keywords: distance learning; computer-based learning; e-learning; open learning
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Computing and Communications
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Interdisciplinary Research Centre: Centre for Research in Computing (CRC)
Centre for Policing Research and Learning (CPRL)
International Development & Inclusive Innovation
Item ID: 49137
Depositing User: Neil Smith
Date Deposited: 10 Apr 2017 08:30
Last Modified: 10 Apr 2017 08:30
URI: http://oro.open.ac.uk/id/eprint/49137
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