Abstract
<p style="margin: 0cm 0cm 12pt 36pt; text-align: justify; line-height: 15pt;"><span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 10.0pt; mso-bidi-font-family: Georgia;" lang="EN-US"><span style="font-size: small;">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.</span></span></p><p style="margin: 0cm 0cm 12pt 36pt; text-align: justify; line-height: 15pt;"><span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 10.0pt; mso-bidi-font-family: Georgia;" lang="EN-US"><span style="font-size: small;">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.</span></span></p><p style="margin: 0cm 0cm 12pt 36pt; text-align: justify; line-height: 15pt;"><span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 10.0pt; mso-bidi-font-family: Georgia;" lang="EN-US"><span style="font-size: small;">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.</span></span></p>
Highlights
The acronym Massive Open Online Courses (MOOC) was first coined in 2008 by Dave Cormier and Brian Alexander (Corner, 2008) at the CCK08 conference led by George Siemens and Stephen Downes
EU2014 seems to be biased to those countries and those institutions interested in MOOCs. To counteract for this bias, we report the results of the Higher Education institutions (HEIs) already offering a MOOC next to the results of all respondents (referenced to “EU2014 (MOOC offering)” in results below)
We might conclude that the European institutions are more involved in MOOCs compared to U.S This can already be concluded out of the EUA2013 survey that was conducted in the same period as US2013
Summary
The acronym MOOC was first coined in 2008 by Dave Cormier and Brian Alexander (Corner, 2008) at the CCK08 conference led by George Siemens and Stephen Downes. In September 2013, the European Commission launched the initiative Opening Up Education to further enhance the adoption of open education in Europe (European Commission, 2013). The European Commission funded a number of MOOC projects. One of those projects, entitled as Higher Education Online: MOOCs the European way (HOME, 2014) intends to develop and strengthen an open network for European cooperation on open education and MOOCs. One of those projects, entitled as Higher Education Online: MOOCs the European way (HOME, 2014) intends to develop and strengthen an open network for European cooperation on open education and MOOCs This is an ongoing project launched in 2014 and will be finalized in 2016
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
