Every year, the MOONLITE project conducts a MOOC survey amongst HEIs. This survey is adapted from two earlier European surveys by the HOME project and will be undertaken every year during the project life time. In relation to the aim and the target group, the MOONLITE project added some additional sections related to possible collaboration models and to know more about characteristics of the social dimension of MOOC involvement of European HEIs.
The results of the surveys are available in three different reports. In relation to collaboration on credits and recognition the following findings are relevant (Jansen & Konings, 2017):
- a large percentage (at least 40%) of European HEIs seems to have developed a MOOC or is planning to develop a MOOC. This in contrast to in the U.S. where the number of HEIs that have a MOOC or is planning to add MOOC offering is stable at 12-13% for over four years.
- the majority of HEIs (66%) are not connected to one of the big MOOC platform providers (e.g., edX, Coursera, FutureLearn, Miriada X, etc.), but offer their MOOCs in their institutional or in available regional/national platforms.
- the vast majority of the respondents (51%) agreed that MOOCs should be for everyone, not for specific target groups. However, only 1% states that MOOCs specifically target those potentially left behind (e.g., unemployed, persons with disabilities, migrants and refugees).
- Already 36% of the institutions are developing MOOCs to be re-used by other institutions and also 36% are re-using existing MOOCs for students in continuous and/or degree education.
- When asked about if HEIs should develop a policy to open up their educational offer to those potentially left behind, 74% (strongly) agree.
- A majority (63%) of the respondents (strongly) agrees with that statement that it is essential to offer formal (ECTS) credits next to more informal certificates like for example a certificate of participation
- 70% (strongly) agree that these formal (ECTS) credits should be recognized in formal bachelor/master programs of the institution that offers the MOOC and these (ECTS) credits should be recognised by other HEIs as well (e.g., as part of joint programs or virtual exchange).
- European HEIs are very much willing to collaborate on services like co-creating MOOCs with other institutions, sharing and reusing elements from MOOCs, design and development of MOOC (materials).
- Two other studies done in 2016 confirm this but also indicate a willingness to collaborate on a quality assurance framework for MOOCs and on recognition of each other’s MOOCs
Jansen, D. & Konings, L. (2017). MOOC Strategies of European Institutions. European Association of Distance Teaching Universities: The Netherlands. Retrieved from: http://eadtu.eu/documents/Publications/OEenM/MOOC_Strategies_of_European_Institutions.pdf