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The purpose of this paper is to present a comparison of two ways of developing and delivering massive open online courses (MOOCs). One was developed by The Open University in collaboration with FutureLearn; the other was developed independently by a small team at the Northampton University.

The different approaches had very different profiles of pedagogic flexibility, cost, development processes, institutional support and participant numbers.

MOOCs on existing large platforms can reach thousands of people, but constrain pedagogical choice. Self-made MOOCs have smaller audiences but can target them more effectively.

This comparison shows that, several years after MOOCs became prominent, there are many viable approaches for MOOCs.

This paper reports on an exploratorystudy of the influence of the pedagogic orientations of MOOC platforms on their courses. Four MOOC platforms — namely Coursera, edX, FutureLearn and OpenLearning — which illustrate their pedagogy on their websites were selected for this research.The pedagogic features of 32 courses on these platforms were examined.The results show course differences in terms of theirduration, learning activities, assessment, socialinteraction and instructors'participation. For example, while the courses on Coursera and edX used videos more extensively in general, FutureLearn and OpenLearning had more active socialinteraction. The findings confirm that the pedagogic features highlightedin each platform were realized in their courses. The implications lie in the flexibility of course developers in delivering MOOCs on the platforms, and the choices of platforms for MOOC learners.

This study aims to explore the impact of the belt and road initiative (BRI) on tourism development in China and to identify the factors contributing to the BRI’s effect on tourism development.

This study evaluates the impact of the BRI on tourism development using 2007–2017 panel data from 31 provinces and municipalities in China. The data are analyzed using the difference-in-differences method and the factors contributing to the BRI’s effect on tourism development are identified through an analysis of online reviews by users of a massive open online course offered on the FutureLearn platform.

The result suggests that the BRI has boosted total tourism revenue and total tourist arrivals in the BRI region comparing with other regions. Four factors contributing to the BRI’s impact on tourism development in China are identified: macro-environmental factors, transit factors, destination factors and tourism policy and promotional factors.

The BRI has had a significant impact on regional tourism development, yet very few empirical studies have systematically examined the impact of BRI on tourism development. Thus, this paper also addresses this research gap by evaluating the extent to which BRI impacts tourism development and contributes to the factors affecting tourism development.

审视丝绸之路对中国旅游发展的影响：来自MOOC学习平台的见解

本论文旨在开拓丝绸之路（BRI）对中国旅游发展的影响, 以及指出其影响的各种因素。

本论文采用2007年−2017年十年间的来自中国31个省市自治区的平台数据来审视BRI对旅游发展的影响。分析方法为双重差分（DID）模型, 并且对FutureLearn平台的慕课用户在线评论的分析, 来审视BRI对旅游发展的作用。

研究结果表明, BRI帮助发展了整个旅游经济以及整个BRI区域的旅游人次, 相较于其他区域。本论文指出了四个BRI影响中国旅游发展的因素：宏观环境因素、过渡因素、目的地因素、和旅游政策和发展因素。

BRI对区域旅游发展起到显著作用, 然而, 非常少实证研究曾系统地检验过BRI对旅游发展的影响。因此, 本论文解决了这个研究缺口, 指出了BRI对旅游发展的影响, 以及影响其发展的各种因素。

The purpose of this paper is to explore the nature of interactions between learners in a massive open online course (MOOC), particularly role of the tutors in such interactions. For educators concerned with sustainability literacy, the authors are necessarily both affected by, and effectors of, digital pedagogies. The call for papers for this special issue challenged the authors to consider whether digital pedagogies are “supportive of sustainability or perpetuators of unsustainability”. As might be expected, this question is not a simple binary choice and the authors have chosen to address it indirectly, by considering the nature of interaction in a global, digitally connected community of learners. In particular, the changing role of tutors in these communities, and the possible implications of this change on sustainable literacy, are examined.

The authors focus on the “Sustainability for Professionals” massive open online course (MOOC) delivered by the University of Bath on the FutureLearn platform which hosts the “Inside Cancer” MOOC, also from Bath. “Sustainability for Professionals” is pedagogically connectivist, with “Inside Cancer” being more traditional and instructor led. The authors used social network analysis (SNA) for the research. It is a key tool to understand interactions in an online environment and allows quantitative comparison between different networks and thus between courses. In the context of digital pedagogy, the authors used a number of relevant SNA metrics to carry out analysis of MOOC network structures.

It was found that MOOCs are different in their network structure but tend to adapt to the subject matter. Digital pedagogies for sustainability result in a qualitative as well as quantitative change in learning where course design affects the learning process and gatekeepers are critical for information flow. These gatekeepers are distinct from tutors in the network. In such a network, tutors’ role is limited to course delivery and verifying, depending on course content, the information within the network. The analysis shows that network learning is dependent on course design and content, and gatekeepers exercise influence over the information within the network.

This study has implications for sustainability literacy. The authors examined the extent to which patterns of interaction in the network affect the learning process, and how this can help participants engage with the concept of sustainability. They used SNA to explore the nature of interaction between learners in a MOOC, particularly the role of the tutors in mediating such interactions. They also found that tutors can and do take a central role in early runs of the MOOC; however, with the subsequent runs, the removal of tutor nodes has little effect, suggesting that different modes of learning driven by participants are possible in a MOOC community.

Massive Open Online Courses (MOOCs) are a form of distance education courses. They have been celebrated as revolutionizing the way learners access education and the way colleges and universities could expand education on a global scale beyond their traditional campuses. The purpose of this study is to identify the pedagogical strategies used for instruction and assessment in leadership-oriented MOOCs and gain a more refined understanding of the current state of MOOCs in leadership education. This study examines 96 leadership MOOCs across the platforms of Coursera, EdX, FutureLearn, Canvas.net, and Standford Online through a content analysis research framework. The study concludes with a discussion of leadership MOOC pedagogy and presents the current state of MOOCS among leadership education and professional development.

The purpose of this paper is to analyse the rapid development of the massive open online courses (MOOCs) and the implications for business education, to critically examine the educational and business models of the MOOCs, to assess their present scale and scalability, and to explore the responses of the universities to this challenge.

The paper provides an analysis of the origins, structure and orientation of the MOOCs, assesses their future trajectory and compares this development with earlier waves of e‐learning.

The massive open online courses have considerable potential for growth with high quality products supported by leading universities. However they still need to resolve issues other e‐learning organisations have faced including assessment, high drop out rates, and how to maintain viability.

The MOOCs remain at a developmental stage, and it is not yet apparent whether their growth trajectories will be as ambitious as anticipated. However they are a definite advance over earlier online learning systems, and are worthy of further research regarding their performance.

The recent origin of the MOOCs involves an idealistic phase that is inspiring, but the question is will it last? Have the MOOCs the resilience to continue to develop as the universities have done over many decades? Further research will be required on this.

The MOOCs have immense social implications for access to higher education in both the advanced and developing worlds.

This is one of the first studies of the MOOCs to emerge which compares them with earlier initiatives in e‐learning, and considers the adaptive responses of the universities.

Massive open online courses (MOOCs) have often been divided between connectivist MOOCs and extended MOOCs (xMOOCs). Each form of MOOC proposes a distinctive view about knowledge acquisition. However, the breakdown between the two MOOCs is too broad in practice, and a more fine-grained approach is needed. Thus, the purpose of this paper is to describe the organisational features of exemplar MOOCs and their differences.

The study observed the ten newly available MOOCs aimed at teachers of English as a second language and included examples from existing providers: NovoEd, Coursera, FutureLearn and Canvas. These MOOCs were analysed and compared using a matrix with three main focuses: pedagogical assumptions, content materials and assessment.

The findings revealed that all courses corresponded to the idea of an xMOOC in that they were run on a model of instructional design. However, the course materials varied in respect to media used, use of networking, discussion forums and degree of openness. In terms of assessment, all MOOCs used formative approaches, all had automated responses but only some had summative and peer assessment.

The study succeeded in showing the variation in courses, thus enabling the range of possibilities open to course designers and providers.

Massive open online courses (MOOCs) are a currently trending e-learning platform that presumably attract thousands of participants because of boundless participation, are open to any person to enroll, are free to begin and are delivered completely online, thus contradicting the spatial limitations of a traditional classroom. This study aims to present the findings of a study among veterinary science students examining their perceptions of MOOCs. In total, 200 participants were randomly selected for the survey, out of which 177 responded, owing to a response rate of 88.7 per cent. Majority of the respondents (93 per cent) opined MOOCs supplement other learning methods and provide lifelong opportunity. A study report established that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent), and 65 per cent knowledge seekers ranted the enormous propaganda about MOOCs are not because of the technology’s inherent edifying value, but because of the incredible potentials of lower costs. The participants in this survey valued their course and overall MOOC experience pleasing.

The aim of the study is to explore veterinary students’ perception of MOOCs featuring in their subject of interest. The questionnaire was written in English because it is the teaching language for undergraduates and postgraduates in most Indian higher education institutes, including the one used as a context for this study. The online questionnaires were electronically mailed to a sample of veterinary students (undergraduate and postgraduate) with a consent form seeking their permission for participation in this study and swearing them the confidentiality of their responses. The e-mail included information about the purpose of the study as well as the URL to the survey site, demographic questions on age, gender and education. This part was followed by an important research question asking if the student had heard about the new open online educational system (MOOCs) provided in websites, including Coursera, Edx, Udacity and FutureLearn, among others. Based on respondents’ answers, they were directed to different sections. Students who knew about MOOCs were asked various mode of getting enrolled in MOOCs. If they were not enrolled in any course, the respondents were asked about the limitations to their use. Enrolled students were questioned on their perspectives and experiences with MOOCs. For students who gained certificates, were enquired for their level of satisfaction, opinions about the integration of MOOCs into the veterinary field and hindrances encountered during accessing the course. Out of a total of 200 students who initially agreed to take part, 177 responses were received, with a response rate of 88.50 per cent, with no cases of missing data. The data were stored automatically in the hosted online survey service into a separate database after the submission of the responses. The descriptive data analyses (such as average) were led using the data analysis tool provided.

Even though most MOOCs do not provide academic credit or result in a degree, some of the biggest beneficiaries of MOOCs are students formally enrolled in an academic program, are provided a free mode to obtain additional academic assistance that would not otherwise be available (Parke Muth, 2018)15. Correspondingly, 93 per cent of the students opined MOOCs supplement other learning methods and provide lifelong opportunity. Learning has traditionally cost both money and time. With MOOCs, it now just costs time. In total, 24 per cent of the participants have discoursed free of cost as one of the intentions to choose their course. Almost every respondent (99 per cent) was interested toward online discussion forum, and 91 per cent preferred course materials containing video and audio files were pretty beneficial, while 88 per cent felt teaching through electronic whiteboard was the most advantageous criterion in their course. The study findings indicated that Coursera is the largest platform by user base (82 per cent), followed by Udemy (70 per cent).

The study considered veterinary science undergraduate (BVSc) and postgraduate (MVSc) students alone, veterinary faculties are not included for the survey. There was comparatively less participation of respondents who enrolled or successfully completed a MOOC, which makes the analysis of limitations and satisfaction less reliable. Hence, the study results cannot be generalized as a comprehensive report of veterinary science scholars’ perceptiveness.

Animal health involves household pets and their care, in addition to livestock health and protection from diseases like bovine babesiosis, bovine tuberculosis and heartwater. There are numerous MOOCs offering online, contact or blended interventions in veterinary science and animal health that afford professionals quick and easy options to obtain credentials, including courses in pharmacology and toxicology, practice management, veterinary and para-veterinary studies, veterinary tropical diseases, radiology and wildlife management. As it is necessary to gain an understanding of the veterinary students’ level of familiarity and their insight toward the MOOC concept, the study attempts to explore their knowledge through an online survey.

The birth of massive open online courses (MOOCs) has instantly drawn the attention of scholars, academicians and learners. Millions of participants are learning through this freely accessible model of education. The purpose of this paper is to review the development of MOOCs, its characteristics and to explore its potential and challenges in Pakistan particularly.

The data were collected through interviews and focus group, and the respondents had completed at least one MOOC offering. This research used content and thematic analysis with the triangulation of methods and sources.

The finding of this study reflects that MOOCs are inspiring great number of learners in Pakistan despite of factors impeding the surge of e-learning. MOOCs in regional languages with better electricity and internet connectivity could be very useful for the rural areas’ people but it requires extra ordinary interest from government and academicians.

This is an exploratory qualitative study highlighting the potential and challenges of MOOCs from the perspective of faculty and students. However, it does not incorporate the views of university officials. Similar study could consider university officials and university owner as respondents. In addition, future studies could also investigate the factors inhibiting completion of MOOCs.

Despite of the sharp rise of published literature on MOOCs, there is less contribution from the developing countries. This research enables us to develop better understanding of the potential and challenges of MOOCs in the social context of Pakistan.