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The Disruption and Global Implications of Massive Open Online Courses (MOOCs) for Higher Education

In: Globalization and Development

Author

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  • Nabil Sultan

    (A’Sharqiyah University)

Abstract

There has been a great deal of discussion on Massive Open Online Courses (MOOCs) since 2012 (considered by some as the year of the MOOCs). The emergence of MOOCs caused a great deal of interest among academics and technology experts as well as the general public. Some of the authors who wrote on MOOCs predicted it would be the next big thing to disrupt education. Other authors saw it as another fad that will go away once it had run its course (as most fads often do). But MOOCs did not turn out to be as such, and they are still around. Most importantly, they have evolved into something that resembles a viable business model. This development will have global implications for higher education and raises the prospect of bridging the North-South divide. This chapter examines this phenomenon and its implications from the theoretical frameworks of disruptive innovations and Jobs to Be Done—as developed by Clayton Christensen and his colleagues—and also explores its global dimension and its implications for higher education.

Suggested Citation

  • Nabil Sultan, 2019. "The Disruption and Global Implications of Massive Open Online Courses (MOOCs) for Higher Education," Contributions to Economics, in: Nezameddin Faghih (ed.), Globalization and Development, pages 201-215, Springer.
    • Handle: RePEc:spr:conchp:978-3-030-14370-1_8
    DOI: 10.1007/978-3-030-14370-1_8
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