Exploring stakeholder perspectives on the development of MOOCs in higher education – a case study of the University of Southampton

Abstract

Many higher education institutions have engaged with massive open online courses (MOOCs) since their emergence in 2008, often presenting these courses as a means to increase access to education. These courses have subsequently evolved and diversified substantially in terms of their form and pedagogy. Numerous predictions have been made about the purposes for which MOOCs have been developed and their possible impact on teaching, learning and the structure of HE more generally. However, few studies have investigated the perspective of MOOC creators and facilitators on the purposes and potential of these online courses. This study uses grounded theory analysis of interview data to explore motivations behind MOOC creation and implementation at the University of Southampton from the perspective of internal stakeholders in the development process. The results confirm previous research which identify a reputation-building aim underlying MOOC development, the perception of which is broadly shared by participants in this study. The study also reveals how stakeholders feel the institutional momentum behind the development process can be exploited to achieve changes in educational practices amongst university staff and students. The paper concludes that MOOCs are primarily perceived as a dynamic for internal change and external engagement in the interests of the institution and its stakeholders, rather than as a means to pursue objectives of open education and open access more generally.

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ORCID for Steven White: orcid.org/0000-0002-2296-7082

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