Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries

"Whilst higher education institutions have long been engaged in the delivery of online content (via, for example open educational resources and virtual learning environments), the rapid advent of MOOCs is regarded by some experts as an education revolution.."

This guide is designed to raise awareness among policymakers in developing countries as to how massive open online courses (MOOCs) - which numbered 4,200 in 2015 - might enable access to affordable quality higher education (HE) and help in the preparation of secondary school leavers for academic and vocational education and training. MOOCs are online courses designed for large numbers of participants, can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free in most cases. Co-published by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Commonwealth of Learning (COL), the guide also looks at the role of online learning and MOOCS in the Education 2030 Agenda and the achieving of Sustainable Development Goal (SDG) 4.

As noted here, over the past 20 years, HE has undergone major transformations, brought about by: (i) increasing internationalisation and student mobility; (ii) an ever-growing demand for quality HE and lifelong learning; (iii) changing student demographics; (iv) the rise of online and blended learning; (v) cross-border HE; and (vi) recognition and quality assurance of qualifications in a digital world without borders. At the same time, access to the internet and broadband service has increased. According to the International Telecommunications Union (ITU), 43% of the world's population is now online, with some form of regular access to the internet, and the number of internet users globally has reached 3.2 billion, of whom 2 billion are from developing countries (ITU, 2015). It is suggested here that MOOCs are a recent innovation in digital, online technology, at the intersection of open education and online education, and can serve to advance both. They have the potential to increase access to quality HE while bringing down costs, especially in the context of developing countries. MOOCs can also be delivered to increase participation in lifelong learning and training for very large numbers of people. Emerging and developing countries are already integrating and implementing MOOCs in their national and professional education initiatives to, for example, deliver the right skills for the labour market.

In response to these global developments, this guide offers insights on a number of issues surrounding MOOCs and their use in post-secondary education. Chapters 1 and 2 set the global stage, introducing the reader to the present-day challenges facing HE systems around the world, particularly in developing countries, in terms of access, equity, and quality. The place and role of online learning and MOOCs in the Education 2030 Agenda, as well as their implications for higher education and society at large, are highlighted. Chapter 3 looks at the possible benefits of MOOCs for developing countries, illustrated by a few concrete examples of MOOCs for development, while Chapter 4 tackles the issues of quality assurance and quality criteria in MOOCs. Chapter 5 examines issues related to MOOC participants, including their motivations for and benefits from taking online courses, highlighting new pedaegogies and principles for attracting diverse groups of learners. Chapters 6 and 7 look at more specific issues related to the development and (re)use of MOOCs and at the need for collaboration at institutional, national, and regional levels in this process, particularly directed at good government policies. (One takeaway message: "To generate viable outcomes, the development and delivery of MOOCs are best operated as multi-stakeholder processes involving higher education institutions, governments and the private sector.") The concluding Chapter is devoted to the financial implications of developing MOOCs, proposing various business models, including for government involvement. The guide ends with an Appendix that proposes 2 different business model canvases for government involvement, a Glossary of key terms and concepts used, and a select list of References.

"It is hoped that after reading the Guide, policy-/decision-makers will be in a better position to understand the 'MOOC phenomenon,' capitalise on the advantages of these large-scale courses and use them as a strategic opportunity to help meet local needs and develop related capacities."