The good MOOC and the universities

Abstract

We propose a model to analyze competition between an on-line course and a traditional brick-and-mortar supply for higher education. The brick and mortar supplier is physically located and students pay a transportation cost to attend the traditional course. On the contrary, the on-line course is free, without transportation cost but students incurred a fixed homogeneous disutility when choosing this type of course. We derive the optimal fee policy of a single university as a function of its location and the fixed cost associated with the on-line course. We also study the impact of distant learning on the competition between two brick and mortar universities. One university is assumed to enjoy a central position, whereas the other one is located at the extreme left of the town. We discuss equilibria and market sharing in nonregulated (i.e pure fee competition) and regulated (i.e. quantity competition) settings. Finally, public issues are addressed. In particular, the socially optimal provision of MOOC and the supply of MOOC by universities are carefully discussed.

Willingness to Pay for Online Courses during the Pandemic

“…Students' beliefs that they learn better in person are supported by research by Dendir (2019). However, institutions may be forced to shift to more online offerings for budgetary reasons even if there are quality issues associated with online sections (Dargaud & Jouneau-Sion, 2020). The budgetary incentives are not clear since increased online instruction is generally correlated with lower tuition levels and the shift to online will not lower costs in the short run (Hemelt & Stange, 2020).…”

Facets of Social Innovation in Higher Education

“…Education that develops the human capital through the spread of knowledge and intellectual exploration (Kim et al, 2020) and based on the market demands (Tyumaseva et al, 2020 (Dargaud & Jouneau-Sion, 2020) and blending learning is of extreme importance. A blend of on-line learning and work with hours of volunteering and internships at different community agencies, companies, and other organizations for the direct practice and work experience is gaining more and more ground currently (Archer-Kuhn et al, 2020).…”

Investigating the relationships between MOOC consumers' perceived quality, emotional experiences, and intention to recommend: an NLP-based approach

“…The burgeoning interest in Massive Open Online Courses (MOOCs) signals a paradigm shift in the higher education industry from a costly and centralized brick-and-mortar social enterprise to a much cheaper, open, and collaborative knowledge-sharing economy (Dargaud and Jouneau-Sion, 2020;Qi et al, 2019). Despite MOOCs' ever-increasing role in promoting lifelong learning and development in the human capital (Park et al, 2018), MOOCs remain the second-best alternative to the traditional education (Dargaud and Jouneau-Sion, 2020). Researchers highlighted that the high attrition rates (Conole, 2016) and insufficient instructional or emotional support are the prominent issues regarding the growth of free MOOCs.…”

“…The burgeoning interest in Massive Open Online Courses (MOOCs) signals a paradigm shift in the higher education industry from a costly and centralized brick-and-mortar social enterprise to a much cheaper, open, and collaborative knowledge-sharing economy (Dargaud and Jouneau-Sion, 2020; Qi et al. , 2019).…”

“…Despite MOOCs' ever-increasing role in promoting lifelong learning and development in the human capital (Park et al. , 2018), MOOCs remain the second-best alternative to the traditional education (Dargaud and Jouneau-Sion, 2020). Researchers highlighted that the high attrition rates (Conole, 2016) and insufficient instructional or emotional support (Liu et al.…”