Abstract. 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.

The 5s judged the likelihood that a sample had come from 1 of 2 binary urns of specified proportions of red and white beads. The compositions of the sample and of the 2 urns were varied in a 3-way design. A ratio model from integration theory fit the data quite well. The response is treated as a resultant of 2 competing response tendencies that reflect the felt likelihoods that the sample comes from either urn. A novel application of analysis of variance for nonlinear models was employed in the test of fit. Relations to Bayesian theory, choice theory, representativeness, as well as previous work on serial integration by J. C. Shanteau and T. S. Wallsten, were discussed.

This study tested the hypothesis that children use an Intent + Damage -I-Rationale additive rule to organize their moral judgments. Subjects responded to stories about boys who interfered with workmen painting a house. Stimulus variables included intent, damage, and the rationale offered by actors for their behavior. Six-and 7-year-old children judged how much actors should be punished. Of the 39 subjects, 20 applied the additive rule to intent, damage, and rationale; 7 applied it to intent and rationale but ignored damage; and 5 applied the rule to rationale and damage but ignored intent. Finally, seven subjects used a configural rule and ignored intent when actors expressed remorse or belligerence. Only when actors admitted guilt were both intent and rationale included in the judgment. The results suggest that children's judgments represent rule-governed response sets. In these response sets the additive rule provides the structure needed to integrate information from diverse stimulus dimensions.

Integration theory was applied to moral judgments of groups. Subjects judged badness of groups of criminals, each of whom was guilty of one offense. The data supported the averaging hypothesis of information integration, with much greater weighting of the more serious offenses. A subgroup of subjects carried this tendency to an extreme, basing their judgment on the most serious offense and ignoring the lesser offenses in the group. Functional measurement procedure was used to scale the offenses. Results were comparable to the Coombs-Thurstone paired-comparison scales of the same stimuli, though some nonlinearity appeared at the extremes, possibly a result of bias in the pairedcomparison choice data. Advantages of functional scales for group processes are discussed.

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