How to Run a Massive Open Online Course Once the Funding is Over

  • Brenda Cecilia Padilla RodriguezEmail author
  • Ma Concepcion Rodriguez Nieto
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11475)


Massive open online courses (MOOCs) have gained traction across the higher education sector and beyond. However, there are concerns about their future and sustainability. Sometimes academics have no budget to maintain their MOOCs. This paper reports on the work in progress of redesigning a Study Skills MOOC to ensure its value past its funding period. Strategies include: (1) using discussion forums as an open space for comments and not for guided activities; (2) replacing collaborative e-tivities with multiple-choice questions with automated feedback; (3) including sample tweets to encourage participants to connect with the community beyond the boundaries of the MOOC platform; and (4) adding new multimedia resources such as brief video explanations and infographics. By shifting the focus from the learning community to interactions with the content, the Study Skills MOOC is becoming a set of massive open online resources, a MOOR. While its spirit is different, it still provides a structured sequence of materials that can help learners interested in developing their study skills. Our experience might serve as guidance for academics and institutions facing the same financial challenges. We hope that people around the world find the MOOR beneficial and use it to enhance their self-efficacy.


Massive open online course Sustainability Learning design 


  1. 1.
    AlDahdouh, A.A., Osório, A.J.: Planning to design MOOC? Think first! Online J. Distance Educ. e-Learn. 4(2), 47–57 (2016)Google Scholar
  2. 2.
    Allen, E., Seaman, J.: Grade change: tracking online education in the United States. Babson Survey Research Group Report, Quahog Research Group, LLC (2014).
  3. 3.
    Bandura, A.: Self-efficacy. In: Ramachaudran, V.S. (ed.) Encyclopedia of Human Behaviour, vol. 4, pp. 71–81. Academic Press, New York (1994)Google Scholar
  4. 4.
    Bartimote-Aufflick, B., Bridgeman, A., Walker, R., Sharma, M., Smith, L.: The study, evaluation, and improvement of university student self-efficacy. Stud. High. Educ. 41(11), 1918–1942 (2015)CrossRefGoogle Scholar
  5. 5.
    Bayne, S., Ross, J.: The pedagogy of the Massive Open Online Course: the UK view. High. Educ. Acad., York, UK (2014)Google Scholar
  6. 6.
    Daniel, J.: Making sense of MOOCs: musings in a maze of myth, paradox and possibility. J. Interact. Media Educ. 2012(3) (2012).
  7. 7.
    Grainger, B.: Massive Open Online Course (MOOC) Report. University of London, London, UK (2013).
  8. 8.
    Harrison, L.: Open UToronto MOOC Initiative: Report on Second Year of Activity (2014).
  9. 9.
    Hodges, C.: The development of learner self-efficacy in MOOCs. In: Proceedings of Global Learn 2016, pp. 517–522. Association for the Advancement of Computing in Education (AACE), Limerick, Ireland (2016)Google Scholar
  10. 10.
    Hollands, F. M., Tirthali, D.: MOOCs: expectations and reality. Full report. Center for Benefit-Cost Studies of Education, Teachers College, Columbia University, New York, USA. (2014)
  11. 11.
    Johnson, L., Adams Becker, S., Estrada, V., Freeman, A.: NMC Horizon Report: 2015 Higher, Education edn. The New Media Consortium, Austin (2015)Google Scholar
  12. 12.
    MOOCs4all Website. Accessed 25 Feb 2019
  13. 13.
    Nissenson, P.M., Shih, A.C.: MOOC on a budget: development and implementation of a low-cost MOOC at a state university. ASEE Comput. Educ. (CoED) J. 7(1), 8–23 (2016)Google Scholar
  14. 14.
    Oyo, B., Kalema, B. M.: Massive open online courses for Africa by Africa. Int. Rev. of Res. Open Distrib. Learn. 15(6) (2014)
  15. 15.
    Padilla Rodriguez, B.C., Armellini, A.: Developing self-efficacy through a massive open online course on study skills. Open Praxis 9(3), 335–343 (2017)CrossRefGoogle Scholar
  16. 16.
    Padilla Rodriguez, B.C., Armellini, A., de la Garza Escamilla, S.L.: Sustainability of Massive Open Online Courses (MOOCs): beyond business models. In: Proceedings of EdMedia: World Conference on Educational Media and Technology, pp. 1641–1647. Association for the Advancement of Computing in Education (AACE), Amsterdam (2018)Google Scholar
  17. 17.
  18. 18.
    Salmon, G.: E-tivities: the Key to Active Online Learning. Routledge, New York (2013)Google Scholar
  19. 19.
    Shah, D.: Massive List of MOOC Providers around the World. MOOC Report. Class Central (2017).
  20. 20.
    Sharples, M., et al.: Innovating Pedagogy 2014. The Open University, United Kingdom (2014)Google Scholar
  21. 21.
    Siemens, G.: Massive open online courses: innovation in education? In: McGreal, R., Kinuthia, W., Marsha, S., McNamara, T. (eds.) Open Educational Resources: innovation, research and practice, pp. 5–16. Commonwealth of Learning and Athabasca University, Vancouver, Canada (2013)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Autonomous University of Nuevo LeonMonterreyMexico

Personalised recommendations