Massive Open Online Courses and Big Data: A Metamorphosis of the Academic World?

A Study on Digital Innovation in Education
Conference paper


Massive Open Online Courses (MOOCs) were acclaimed by many journalists and academic writers as a means by which people from underdeveloped countries can be provided with higher education. However, it has turned out that the majority of MOOC students are people who have already attained higher education degrees. Nevertheless, both MOOC enrolment and MOOC provision have grown almost exponentially in the last four or five years. Many experts say that European countries seriously lag behind in MOOC adoption without delivering evidence. I therefore compare and evaluate the numbers of published MOOCs and their topical diversity to evaluate the market shares of Austrian, German, and US universities to determine whether there is a need for action in the middle European countries.


Extrinsic Motivation Academic Writer Massive Open Online Topical Diversity High Education Degree 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

List of References

  1. Bauer, H. (2001). Marktmacht. In H. Diller (Ed.), Vahlens großes Marketinglexikon (pp. 1059-1060). Munich, Germany: Beck. Koch M. 155Google Scholar
  2. Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. J. (2013, November 6). The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why?. Retrieved February 18, 2016, from
  3. Dillahunt, T., Wang, Z., & Teasley, S. D. (2014). Democratizing Higher Education: Exploring MOOC Use Among Those Who Cannot Afford a Formal Education. The International Review of Research in Open and Distance Learning, 15(5), 177-196.Google Scholar
  4. Friedman, T. L. (2013, January 26). Revolution Hits the Universities. Retrieved February 18, 2016, from
  5. Hollands, F. M., & Tirthali, D. (2014). Why Do Institutions Offer MOOCs? Journal of Asynchronous Learning Networks, 18(3), 1-19.Google Scholar
  6. Jansen, D., & Schuwer, S. (n.d.). Institutional MOOC strategies in Europe. Status report based on a mapping survey. Retrieved March 27, 2016, from
  7. Onah, D. (2014). Dropout Rates of Massive Open Online Courses: Behavioural Patterns. In EDULEARN (Ed.), 6th International Conference on Education and New Learning Technologies 2014 (pp. 5825-5834). Valencia, Spain: IATED Academy.Google Scholar
  8. Shah, D. (2015, December 21). By The Numbers: MOOCS in 2015. How has the MOOC space grown this year? Get the facts, figures, and pie charts. Retrieved March 24, 2016, from
  9. Xing, Y., Li, H., Kornhaber, M. L., Suen, H. K., Pursel, B., & Goins, D. D. (2015). Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach. Global Education Review, 2(3), 23-33.Google Scholar

Copyright information

© Springer Fachmedien Wiesbaden GmbH 2017

Authors and Affiliations

  1. 1.Fachhochschule Kufstein TirolKufsteinÖsterreich

Personalised recommendations