Abstract
The proliferation of massive open online courses or MOOCs has proven disruptive to the traditional educational enterprise. While there is an on going debate about the future of MOOCs, it has already shown effective results for particular cohort of learners. This research investigates the adoption of MOOCs as a disruptive initiative in developing countries, and in particular in Papua New Guinea (PNG). The results from conducting in-depth interviews with PNG MOOC users and Australian based academics have been conducted. Findings suggest a framework with four dimensions: Intentional and Non-Intentional attributes distributed from a Systematic (disruptive) to Non-Systematic (nondisruptive) spectrum. Based on such finding, recommendations include generating awareness of MOOCs to educational institutions, investment in feasibility studies and engaging in established Australian institutions for long term partnership in MOOC development and deployment.
| Original language | English |
|---|---|
| Title of host publication | PACIS 2015 |
| Subtitle of host publication | Proceedings of the 2015 Pacific Asia Conference on Information Systems |
| Place of Publication | Atlanta, GA |
| Publisher | Association for Information Systems |
| Number of pages | 10 |
| Publication status | Published - 2015 |
| Externally published | Yes |
| Event | Pacific Asia Conference on Information Systems (19th : 2015) - Singapore, Singapore Duration: 5 Jul 2015 → 9 Jul 2015 Conference number: 19th |
Conference
| Conference | Pacific Asia Conference on Information Systems (19th : 2015) |
|---|---|
| Abbreviated title | PACIS 2015 |
| Country/Territory | Singapore |
| City | Singapore |
| Period | 5/07/15 → 9/07/15 |
Keywords
- Disruptive educational technologies
- Massive open online courses
- Papua New Guinea