Abstract

This research is a preliminary study that interrogates key stakeholders’ values in the delivery of massive online open courses (MOOCs). MOOCs have received increased attention and prominence particularly within the last couple of years since well-known US universities have been promoting their implementation as a desirable strategy. Its implementation touts multiple benefits, such as wider student reach, flexibility in learning modes, and improved class administration, benefits which are seen on a larger scale when compared to traditional online learning environments. Formal academic studies examining key issues, success factors and, stakeholders’ values are limited with little attention to developing regional perspectives. This study exploits this opportunity by utilising the principles of Value Focused Thinking (VFT) methodology, developed by Keeney (1999) to elicit core values and objectives from administrators, management, lecturers, students and other stakeholders in optimising the success of MOOCs. VFT is known to enhance decision making through targeted non-traditional techniques to determine the means and end objectives in any decision context. This approach provides significant opportunities for policy makers, education executives and other stakeholders in better understanding what can drive the success of these MOOCs, thereby enhancing investment and management decisions surrounding their adoption. The study is currently situated in a developing country context yet offers insights to all regions.

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