Article,
MOOCs and Quality: A review of the recent literature
(2015)
Abstract
This literature review presents a number of different perspectives from a broad range of
sources relating to the nature of MOOCs and pertinent considerations of quality.
Higher education providers are adapting to recent and rapid global changes, markets and
technologies, seeking to maintain and improve quality, as well as develop partnerships with
their students. MOOCs are resources that could potentially support many positive changes.
Thinking about the stakeholders involved and how they might contribute helps maintain a
balanced approach towards MOOCs. MOOCs might offer inspiration for higher education
providers to revisit both student and staff engagement, and what quality assurance and
enhancement entail in the MOOC context.
This reflects a debate about whether MOOCs should be designed for greater engagement
(Simpson, 2013) or simply point to a 'funnel of participation' (Clow, 2013). There is a need
to examine the question of whether to accredit MOOC learning or not, when learners are
not necessarily anticipating seeking assessment or accreditation for their learning.
Wintrup et al (2015, p 31) report participant accounts of the value of the 'unconditional and
free nature of their learning' and 'intellectual stimulation and personal development'.
Yet, even though credit does not appear to be a major motivation for learners who have
chosen MOOCs so far, there are clear signs that this will change (OBHE, 2013).
