Investigating Massive Open Online Courses (MOOCS) opportunities for developing countries

Case of Papua New Guinea

Russell Woruba, Babak Abedin

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

2 Citations (Scopus)

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 languageEnglish
Title of host publicationPACIS 2015
Subtitle of host publicationProceedings of the 2015 Pacific Asia Conference on Information Systems
Place of PublicationAtlanta, GA
PublisherAssociation for Information Systems
Number of pages10
Publication statusPublished - 2015
Externally publishedYes
EventPacific Asia Conference on Information Systems (19th : 2015) - Singapore, Singapore
Duration: 5 Jul 20159 Jul 2015
Conference number: 19th

Conference

ConferencePacific Asia Conference on Information Systems (19th : 2015)
Abbreviated titlePACIS 2015
CountrySingapore
CitySingapore
Period5/07/159/07/15

Keywords

  • Disruptive educational technologies
  • Massive open online courses
  • Papua New Guinea

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