Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs

Authors

  • Cathrine Edelhard Tømte Nordic Institute for Studies in Innovation, Research and Education, NIFU
  • Arne Martin Fevolden Centre for Technology, Innovation and Culture (TIK) University of Oslo and The Nordic Institute for Studies in Innovation, Research and Education (NIFU).
  • Siri Aanstad Nordic Institute for Studies in Innovation, Research and Education, NIFU

DOI:

https://doi.org/10.19173/irrodl.v18i5.2751

Keywords:

MOOC, online learning, global and national pathways, motivations

Abstract

We explore interpretations of MOOCs around the globe and, in particular, interpretations of MOOCs in Norway. Based on a review of previous studies relevant to these topics, we present two contrasting views on the emergence and development of MOOCs, namely the global interruption view and the national mediation view. We suggest, based on previous studies that MOOCs seem to follow national paths more than global paths. In order to grasp the diversity of understandings of MOOCs, we developed a framework that embraces various aspects of motivation, context, and structure regarding MOOCs. With these two polarised views of MOOC development (the global interruption view and the national mediation view), and the framework serving as an analytical approach, we looked at Norway and analyzed the understandings of the development of MOOCs within this particular national context. The national government seems to have been important in the development of the present MOOCs in Norway, both by organizing a particular group of experts in a dedicated commission to consider the future of MOOC in Norway, and by initiating and giving financial support to the development of MOOCs.

Author Biographies

Cathrine Edelhard Tømte, Nordic Institute for Studies in Innovation, Research and Education, NIFU

Cathrine Edelhard Tømte is research professor at The Nordic Institute for Studies in Innovation, Research and Education (NIFU), where she is responsible for research activities related to ICT and education. She has for years worked with issues related to digital literacy, and e-learning, both nationally and internationally.

Arne Martin Fevolden, Centre for Technology, Innovation and Culture (TIK) University of Oslo and The Nordic Institute for Studies in Innovation, Research and Education (NIFU).

Arne Martin Fevolden is a post-doctoral researcher at the Centre for Technology, Innovation and Culture (TIK) at the University of Oslo and a senior researcher at theNordic Institute for Studies in Innovation, Research and Education (NIFU). He holds a master degree (cand. polit) in Economic sociology and a Ph.D. (Dr. polit) in Innovation studies from the University of Oslo. Much of his research has been concerned with the information and communications industry.

Siri Aanstad, Nordic Institute for Studies in Innovation, Research and Education, NIFU

 Siri Aanstad is a researcher at The Nordic Institute for Studies in Innovation, Research and Education (NIFU). Her research interests include analysis of research systems and the higher education sector  She holds an MA in History from the University of Oslo.

Published

2017-08-15

How to Cite

Tømte, C. E., Fevolden, A. M., & Aanstad, S. (2017). Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs. The International Review of Research in Open and Distributed Learning, 18(5). https://doi.org/10.19173/irrodl.v18i5.2751

Issue

Section

Research Articles