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MOOCs, disruptive innovation and the future of higher education: A conceptual analysis

Published on May 4, 2019in Innovations in Education and Teaching International1.17
· DOI :10.1080/14703297.2018.1443828
Ahmed A. Al-Imarah1
Estimated H-index: 1
(University of Bath),
Robin Shields9
Estimated H-index: 9
(University of Bath)
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Abstract
The potential influence of Massive Open Online Courses (MOOCs) on higher education institutions is much discussed and debated, with some arguing that MOOCs are a disruptive innovation that will radically change existing models of higher education. However, analyses of whether and how MOOCs might disrupt higher education models are relatively scarce. This paper analyses whether MOOCs should be considered a disruptive innovation according to the concept’s defining criteria. It compares characteristics of disruptive innovation with current developments in MOOCs, suggesting three perspectives – performance, benefits, and market – that can be used as a lens and analytic framework to explore and evaluate current practice. The findings indicate that MOOCs do not match all the characteristics of disruptive innovation as they are commonly identified in the literature. However, MOOCs may be a sustaining innovation that establishes new markets for learners who are not served by universities.
  • References (33)
  • Citations (2)
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References33
Newest
Published on Feb 1, 2017in Computers in Human Behavior4.31
Bing Wu1
Estimated H-index: 1
(Tongji University),
Xiaohui Chen1
Estimated H-index: 1
(Tongji University)
Abstract The purpose of this study is to propose a unified model integrating the technology acceptance model (TAM), task fit technology (TTF) model, MOOCs features and social motivation to investigate continuance intention to use MOOCs. A sample of 252 participants in China that have already used MOOCs took part in this study. Structural equation modeling implemented via partial least squares (PLS) is conducted to test the research hypotheses. The results show that research framework for integra...
Published on Apr 1, 2016in Computers in Education
Jie Zhang1
Estimated H-index: 1
(Zhejiang University of Finance and Economics)
This study examines how we can better encourage students to learn from a Massive Open Online Course (MOOC), which is one of the most significant supplementary ways of learning (in-class learning being primary). Drawing on the regulatory focus theory, I propose that, to students with a different regulatory-focus (promotion-focus or prevention-focus), different types of advocates (promotion-oriented or prevention-oriented advocates) yield different levels of motivation in students engaged in MOOC ...
Published on Mar 21, 2016in Strategy & Leadership
Stephen Denning13
Estimated H-index: 13
Purpose – Recently, observers of the battle between incumbents and challengers have turned the field of disruptive innovation theory into contested territory. What strategies work for defenders and attackers? Design/methodology/approach – For an update the author asked the opinion of the world’s foremost authority, Harvard professor Clayton Christensen. Findings – According to Christensen, “We discovered that there are three types of innovations, only two of which we had caught in the [original]...
Michael Flavin4
Estimated H-index: 4
('KCL': King's College London)
Higher education institutions (HEIs) have invested significantly in digital technologies for learning and teaching. However, technologies provided by HEIs have not been universally successful in terms of adoption and usage. Meanwhile, both students and lecturers use disruptive technologies to support learning and teaching. This article examines the impact of disruptive technologies in higher education, using activity theory as a lens through which to consider their impact. Data are gathered from...
Published on Jan 1, 2016in MIT Sloan Management Review2.20
Clayton M. Christensen49
Estimated H-index: 49
,
Thomas Bartman1
Estimated H-index: 1
,
Derek van Bever6
Estimated H-index: 6
The landscape of failed attempts at business model innovation is crowded and becoming more so as management teams at established companies mount both offensive and defensive initiatives involving new business models. This article assembles knowledge that the primary author has developed over the course of two decades studying what causes good businesses to fail, complemented by a two-year intensive research project to uncover where current managers and leadership teams stumble in executing busin...
Published on Jan 1, 2016in Oxford Review of Economic Policy2.39
Michael Flavin4
Estimated H-index: 4
This article surveys current and emerging practice in technology-enhanced learning in higher education. The article uses ‘disruptive innovation’ as a lens to examine technology-enhanced learning. Disruptive innovation focuses on simple and convenient technologies which disrupt markets for existing goods and services. The article argues that disruptive technologies are used frequently in higher education, but also that students practise demarcation, using different technologies to support their l...
Published on Dec 10, 2015
Clayton M. Christensen49
Estimated H-index: 49
,
Michael E. Raynor9
Estimated H-index: 9
,
Rory McDonald5
Estimated H-index: 5
Published on Feb 1, 2015in Innovative Higher Education
Elizabeth Burd13
Estimated H-index: 13
(University of Newcastle),
Shamus P. Smith14
Estimated H-index: 14
(University of Newcastle),
Sorel Reisman4
Estimated H-index: 4
(CSU: California State University)
Massive Open Online Courses (MOOCs) potentially challenge the traditional dominance of brick and mortar institutions as providers of quality higher education. The benefits for students include reduced education costs and global access to exclusive institution courses and instructors. However, the benefits for institutions are less clear as there is a financial overhead required to develop and deliver content that is suitable for mass student consumption. In this article we examine the opportunit...
Sir John Daniel1
Estimated H-index: 1
,
Esteban Vázquez-Cano8
Estimated H-index: 8
(UNED: National University of Distance Education),
Mercè Gisbert Cervera5
Estimated H-index: 5
Currently, many MOOCs are designed as a collection of videos with a forum using some traditional distance learning models, but they do not promote adaptive and personalized learning. These features, together with the quality of the training process, must be the main challenges for the coming years. These types of courses can have a formative role in higher education, not only in countries where MOOCs are already offered but also in less economically developed countries. To make this possible MOO...
Cited By2
Newest
Published on Apr 30, 2019in Interactive Learning Environments1.93
Robert L. Moore (ODU: Old Dominion University), Kevin Oliver15
Estimated H-index: 15
(NCSU: North Carolina State University)
+ 0 AuthorsChuang Wang1
Estimated H-index: 1
(UNCC: University of North Carolina at Charlotte)
ABSTRACTLearning analytics focuses on extracting meaning from large amounts of data. One of the largest datasets in education comes from Massive Open Online Courses (MOOCs) that typically feature enrollments in the tens of thousands. Analyzing MOOC discussion forums presents logistical issues, resulting chiefly from the size of the dataset, which can create challenges for understanding and adequately describing student behaviors. Utilizing automatic text analysis, this study built a hierarchical...
Published on Oct 11, 2018
Caitlin E. Mullarkey1
Estimated H-index: 1
(McMaster University),
Felicia Vulcu1
Estimated H-index: 1
(McMaster University)
Since their initial launch, massive open online courses (MOOCs) have experienced explosive growth as a method of online distance learning. As of 2017, the MOOC landscape has ballooned to almost 10,000 courses offered by more than 800 universities worldwide. From an instructor’s perspective, the biggest draws to such an online platform are the scalability and openness. The benefits are equally attractive from a learner’s perspective as these courses lack prerequisites, are highly flexible, and pr...
Published on Oct 3, 2018in Studies in Higher Education2.85
Duncan Thomas26
Estimated H-index: 26
,
Duncan C. Thomas73
Estimated H-index: 73
,
Maria Nedeva14
Estimated H-index: 14
(Manchester Institute of Innovation Research)
ABSTRACTFrom 2012 USA universities entered new partnerships with private sector companies including Silicon Valley start-up Coursera. Coursera spearheads a new broad online learning segment of the fast growing global ‘educational technology’ (EdTech) sector. They offered free ‘massive open online courses’ (MOOCs) for global, universal learner audiences. Since 2015 several USA universities and Coursera expanded into ‘post-MOOC’, paid, accredited online modules and full degrees. We frame these pos...
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