Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs

Abstract

We explore interpretations of MOOCs around the globe and, in particular, interpretations of MOOCs in Norway. Based on a review of previous studies relevant to these topics, we present two contrasting views on the emergence and development of MOOCs, namely the global interruption view and the national mediation view. We suggest, based on previous studies that MOOCs seem to follow national paths more than global paths. In order to grasp the diversity of understandings of MOOCs, we developed a framework that embraces various aspects of motivation, context, and structure regarding MOOCs. With these two polarised views of MOOC development (the global interruption view and the national mediation view), and the framework serving as an analytical approach, we looked at Norway and analyzed the understandings of the development of MOOCs within this particular national context. The national government seems to have been important in the development of the present MOOCs in Norway, both by organizing a particular group of experts in a dedicated commission to consider the future of MOOC in Norway, and by initiating and giving financial support to the development of MOOCs.

How a SPOC might facilitate in-service teachers’interactions in professional development

“…MOOCs include various technologies and ways of organization. Research has demonstrated that countries around the world adjust and interpret MOOCs to fit their educational systems, technological infrastructure, and their cultural and economic system (Tømte, Fevolden, & Aanstad, 2017).…”

Is there a Scandinavian model for MOOCs?

“…For example, via MOOCs, we can study the scope and degree of involvement of technology providers in the sector, the changes these relationships bring to traditional learning, and how HEIs are transforming as organisations. Various MOOC conceptualisations have emerged around the world and are often adapted to specific local cultural, political, and economic circumstances (Tømte et al, 2017;Shah, 2019). The variety of practices and understandings surrounding MOOCs reflects the capabilities and limitations of countries' technological infrastructures, their historical trajectories and natures, and a profile of their respective HE systems and providers.…”

“…We propose a typology of MOOCs, including two initial main categories, namely 'motivation' and 'content' (Tømte et al, 2017). 'Content' includes various target groups and types of accreditation, such as heterogeneous groups of students in terms of geography, occupation, and education.…”

An Analysis of Participants’ Experiences fromthe First International MOOC Offered at the University of Oslo

“…In a review of previous studies, Tømte, Fevolden & Aanstad (2017) have found two contrasting views on the emergence and development of MOOCs: "the global disruption view and national mediation view" (p. 211). The proponents of the first view see the MOOCs as innovation and competition drivers for HE.…”

“…A government appointed commission for investigating the possibilities for adopting MOOCs into Norwegian higher education system found that the pace of digitalisation of HE in Norway has been slow and argues that MOOCs and new digital technologies can help develop Norwegian knowledge society. The main motivations for adopting MOOCs in Norwegian HE context are for strengthening quality, access, and marketing of Norwegian education and research, increase recruitment and cooperation, and reduce costs (Tømte et al, 2017).…”