The International Comparison and Trend Analysis of the Development of MOOCs in Higher Education
This chapter explores the potential impact of Massive Open Online Courses (MOOCs) on the international aspects of university development, claiming that the development and offering of MOOCs can affect not only universities’ educational offerings but also the way they plan their development within an increasingly globalized context. This chapter argues that MOOCs can contribute to enhancing universities’ international cooperation and propose six patterns of international cooperation among universities empowered by MOOCs.
This chapter has been authored by Daniel Burgos (Universidad Internacional de La Rioja – UNIR–), Fabio Nascimbeni (Universidad Internacional de La Rioja – UNIR–), and Edison Spina (Universidad de Sao Paulo – USP–). This book chapter is based on the results of the eMundus project, an action conducted during the period 2013-2015 with the support of the Erasmus Mundus programme of the European Commission. The project involved an international consortium composed by SOPHIA R&I (Italy), the Open University of the Netherlands (NL), the Universidad Internacional de la Rioja (UNIR, Spain), the University of Sao Paulo (Brazil), the Universidad Autonoma Metropolitana (Mexico), the Moscow State University of Economics, Statistics, and Informatics (Russia), the OER Foundation (New Zealand), Athabasca University (Canada) and the Universitas Siswa Bangsa Internasional (Indonesia).
Furthermore, this research is partially funded by Universidad Internacional de la Rioja (UNIR) (http://transfer.unir.net), through the Research Institute for Innovation & Technology in Education (UNIR iTED, http://ited.unir.net), UNESCO Chair on eLearning, ICDE Chair in Open Educational Resources (http://research.unir.net/unesco), and the Telefónica-UNIR Chair in Digital Society and Education.
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