The use of MOOCs in transnational higher education for accreditation of prior learning, programme delivery, and professional development

The use of MOOCs in transnational higher education for accreditation of prior learning, programme... PurposeThe purpose of this research is to investigate how, and the extent to which, MOOCs might be used in the accreditation of students’ prior learning, in programme delivery at international branch campuses, and for lecturers’ professional development in transnational higher education.Design/methodology/approachThe data were obtained from two international branch campuses in the United Arab Emirates (UAE). The research adopted a qualitative methodology that involved 20 lecturers participating in semi-structured interviews and 10 lecturers participating in a focus group. A rigorous process of content analysis was used to analyse and interpret the data.FindingsLecturers in transnational higher education perceived that MOOCs were not suitable for accredited prior learning (APL) but that they might be useful as a supplementary resource for student learning and for personal professional development (PD). There was a strong belief that as international branch campuses offered a commodified product, MOOCs were unlikely to be adopted as a replacement for traditional programme delivery methods, as students strongly prefer face-to-face teaching and support.Practical implicationsThe research has identified a number of recommendations for higher education institutions operating in transnational settings, which might improve both institutional and individual performance. Institutions that intend to use MOOCs in programme delivery should consider how their students and staff would react to such a move, and how this might impact upon institutional image and reputation. Originality/valueSurprisingly, there has been little academic research published on the use of MOOCs in higher education, and to our knowledge, this is the first study conducted in a transnational education setting. The uniqueness of the environment in which international branch campuses operate, as well as their different objectives and student profiles, provide the rationale for this research. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Educational Management Emerald Publishing

The use of MOOCs in transnational higher education for accreditation of prior learning, programme delivery, and professional development

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0951-354X
DOI
10.1108/IJEM-05-2015-0057
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this research is to investigate how, and the extent to which, MOOCs might be used in the accreditation of students’ prior learning, in programme delivery at international branch campuses, and for lecturers’ professional development in transnational higher education.Design/methodology/approachThe data were obtained from two international branch campuses in the United Arab Emirates (UAE). The research adopted a qualitative methodology that involved 20 lecturers participating in semi-structured interviews and 10 lecturers participating in a focus group. A rigorous process of content analysis was used to analyse and interpret the data.FindingsLecturers in transnational higher education perceived that MOOCs were not suitable for accredited prior learning (APL) but that they might be useful as a supplementary resource for student learning and for personal professional development (PD). There was a strong belief that as international branch campuses offered a commodified product, MOOCs were unlikely to be adopted as a replacement for traditional programme delivery methods, as students strongly prefer face-to-face teaching and support.Practical implicationsThe research has identified a number of recommendations for higher education institutions operating in transnational settings, which might improve both institutional and individual performance. Institutions that intend to use MOOCs in programme delivery should consider how their students and staff would react to such a move, and how this might impact upon institutional image and reputation. Originality/valueSurprisingly, there has been little academic research published on the use of MOOCs in higher education, and to our knowledge, this is the first study conducted in a transnational education setting. The uniqueness of the environment in which international branch campuses operate, as well as their different objectives and student profiles, provide the rationale for this research.

Journal

International Journal of Educational ManagementEmerald Publishing

Published: Aug 8, 2016

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