Abstract
Details
Keywords
The purpose of this paper is to describe the present interest in the current and predicted business models of Massive Open Online Courses (MOOC); the business models that are…
Abstract
Purpose
The purpose of this paper is to describe the present interest in the current and predicted business models of Massive Open Online Courses (MOOC); the business models that are being used by MOOC platforms and MOOC providers; discussion of the key issues and challenges; predictions about the future MOOC business models from the perspectives of platforms, providers and consumers.
Design/methodology/approach
Review of the current literature for business models and costs for MOOCs and including the business models of higher education and possible future of the higher education system.
Findings
The findings of this paper show that most MOOCs are currently based upon a “freemium” model where content is provided freely and additional services are charged for; that there are already a range of different “flavours” of MOOC and that this range is likely to further develop over time with some clear winners emerging; and that completely free and open MOOCs are not likely to be the focus of growth in the future, rather MOOCs that are sustained through charges to customers.
Practical implications
To inform the debate about likely future business models and to help greater understanding of possible business models for MOOCs to inform decision-making by managers at universities.
Originality/value
To inform the debate about likely future business models and to help greater understanding of possible business models for MOOCs to inform decision-making by managers at universities.
Details
Keywords
To review the Robotics Industry Forum, held in November 2006 in Orlando, Florida.
Abstract
Purpose
To review the Robotics Industry Forum, held in November 2006 in Orlando, Florida.
Design/methodology/approach
The paper reviews some highlights of the forum.
Findings
The format of the event provides for various presentations on a range of topics from robotics in the automotive industry to advances in the development of robot technology, analysis of economic trends and their influences on the robot industry to the opportunities and challenges of new markets such as China.
Originality/value
Provides information of value to all those involved with robotics in manufacturing.
Details
Keywords
The purpose of this paper is to examine hiring managers’ perceptions of massive open online courses (MOOCs) as compared to traditional degree-conferred forms of higher education…
Abstract
Purpose
The purpose of this paper is to examine hiring managers’ perceptions of massive open online courses (MOOCs) as compared to traditional degree-conferred forms of higher education in relation to hiring and employment decisions.
Design/methodology/approach
A literature review is presented along with a triangulated theoretical framework. Using online survey data, quantitative methods reveal findings related to the main research question: what are hiring managers’ attitudes toward MOOCs as a form of post-secondary education?
Findings
Analysis of the data reveals that hiring managers have a clear preference for traditionally educated job applicants but employer demographics, apart from organizational procedures, do not significantly impact their overall perceptions of MOOCs’ value.
Research limitations/implications
Most of the research is based on anecdotal research. Very little has been written on how to fix this problem.
Practical implications
This paper illustrates implications of MOOCs’ future development and implementation both in higher education and in the labor-force. The main implication is that MOOCs represent neither a panacea to the issues facing higher education and the American labor-force nor an alarming threat to stakeholders appreciative of the status quo.
Originality/value
This paper fills a current research gap as evidenced in the literature; employers’ perceptions of MOOC-educated job applicants when compared to traditionally educated/degree-conferred job applicants. By determining the value of MOOCs as employers pragmatically view them, stakeholder groups can better determine their future positioning of MOOC-related resources in addition to time and money allocated in MOOCs’ direction.
Details
Keywords
This essay aims to explore the changes that will occur in both the natural and social sciences in general and education in particular with the advent of the cloud, fast computers…
Abstract
Purpose
This essay aims to explore the changes that will occur in both the natural and social sciences in general and education in particular with the advent of the cloud, fast computers and sophisticated data analysis software coupled with artificial intelligence.
Design/methodology/approach
The paper looks at literature, particularly science fiction, and recent developments in technology.
Findings
With massive data and analytical capabilities existing, ubiquitously in the “cloud” coupled with low cost access via smart phones, tablets and similar technologies, the cost of knowledge acquisition will asymptotically approach zero and the movement of knowledge across geo‐political boundaries will profoundly affect all across the planet.
Originality/value
The paper reveals that the potential of the leveling of knowledge will change the relationships between the developed and developing countries.
Details
Keywords
This paper aims to describe three potential disruptions that could close the current era of public and higher education and open potentially new eras.
Abstract
Purpose
This paper aims to describe three potential disruptions that could close the current era of public and higher education and open potentially new eras.
Design/methodology/approach
The paper employs secondary research, scanning, and analysis.
Findings
The three potential disruptions for education are: the availability of almost unlimited information on the internet; open source education leading to the decoupling of learning from credentialing; and the ability to understand the learning process in general and that of every learner through the application of learning analytics on the data being generated by students learning online.
Research limitations/implications
These findings are conjectures. They are scenarios of some relatively current and longer‐term futures; they are not formal predictions. But they might stimulate further reflection and research while the community monitors whether these scenarios will occur or not.
Practical implications
Educational institutions should monitor the developments of internet‐based pedagogies, open source education, and learning analytics in order to be prepared if any of these developments transform education in unexpected ways.
Social implications
Society's approach to education was formed in the industrial era. It was designed to help students learn basic information and skills to be successful in relatively routine careers, such as manufacturing and service in the twentieth century. Machines are taking over that function today so that today's workers need to take more responsibility for their performance, be able to create new approaches to solve problems and work with others in a collaborative yet uncertain environment. These disruptions, should they occur, would provide the opportunity to build an education system that is appropriate for the twenty‐first century.
Originality/value
Very little of this material is truly new since the data are taken from secondary sources and most readers will know something about these developments. The originality here is using the framework of the three horizons of development to order and prepare for radical change. These developments are also potential game‐changers that would create a new educational system, something that has not occurred in the developed world for over 100 years.