MOOCs and their Effect on the Institution: Experiences in Course Design, Delivery and Evaluation; Research; Faculty Development; Unbundling and Credits for MOOCs

Janine Kiers


Four years after the introduction of MOOCs – which were proclaimed to be «the end of education as we know it» in 2012 – the role and effect of these free, online courses is becoming clearer. The online means of delivery to the heterogeneous audiences of MOOCs have enabled and compelled instructors and course teams to develop innovative and flexible learning materials. We can analyse the data on the study behaviour of learners to identify which course elements are effective. In addition, the integration of elements of MOOCs in campus education has resulted in promising outcomes and positive reactions from both students and teachers. On the level of the institution, we also see the effect of MOOCs: ranging from new possibilities in communication and branding, to new needs for faculty development and the support organisation. Furthermore, MOOCs play a role in the unbundling of education, e.g. the learning experience and the assessment tasks now can be uncoupled and may be delivered by different institutions and by different means: the learning experience may be in the form of a MOOC and the assessment may be a written exam at an institution.

Palabras clave

MOOCs; education; innovation; e-learning; institution

Texto completo:

PDF (English)


American Council of Education (2016). Alternative Credit Project. [accessed February 17, 2016]

Carey, K. (2012). Show me your badge. New York Times [accessed June 8, 2015]

Davis, D (2016). From Learners to Earners. Submitted for publication.

De Vries, G., & De Bruijn, H. (2016). How Nonverbal Framing affects the Persuasiveness of a Political Speech. Political Psychology Conference 2016

Edraak platform (website). [accessed January 12, 2016].

Global Freshman Academy (website). [accessed January 12, 2016].

Hermans, F. (2016) Flipping the Classroom. Blog [accessed February 27, 2016].

Jorge, N., Dopper, S., & van Valkenburg, W. (2015). Defining a Pedagogical Model: the TU Delft Online Learning Experience. Paper presented at the 2015 EDEN Annual Conference – Expanding Learning Scenarios, Barcelona, Spain. Retrieved from (p. 88).

Kiers, J., & Jorge, N. (2015). Experiences from 18 DelftX MOOCs. Proceedings Paper EMOOCs 2015 (pp. 65-70):

Marquis, D.E., Kiers, J.A., & Meijerink, L. (2016). Guidelines for Evaluating the Teaching and Learning in MOOCs: a TU Delft approach. Proceedings paper eMOOCs 2016 (pp. 447-460).

MIT Micromasters (website). [accessed 14 February 2016].

MIT News Office (2015). FAQs on MIT’s new path to a master’s degree. [accessed 17 February 2016].

Meijerink, L., Kiers, J.A., & Marquis, D.E (2016). Carpe Diem: a new day for flexible MOOC design. Proceedings paper eMOOCs 2016 (pp. 425-438).

Mulder, A. (2015). Keynote at the Online Educa conference in Berlin [accessed 4 February 2016].

OpenclassRooms (website). [accessed 17 February, 2016].

OpenUpEd (website). OpenupEd label, quality benchmarks for MOOCs. [accessed December 17, 2015].

Pramode, C.E. (2014). Tweet by @pramode_ce.

Reich, J. (2015). Rebooting MOOC research. Science, 347(6217), 30-31.

Roy, S., Hermans, F., Aivaloglou, E., Winter, J., & Van Deursen, A. (2016). Evaluating Automatic Spreadsheet Metadata Extraction on a Large Set of Responses from MOOC Participants. SANER 2016 23rd IEEE International Conference on Software Analysis, Evolution, and Reengineering.

Salmon, G. (2014). Carpe Diem Planning Process: Handbook. [accessed 1 February 2015].

Salmon, G. (2013). E-tivities: the key to active online learning. 15-35, 189. Second edition. Routledge-Taylor and Francis, second edition.

Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the digital university: a review of the history and current state of distance, blended, and online learning. Retrieved from

Times Higher Education (2016). Moocs: international credit transfer system edges closer. [accessed January 5, 2016].

TU Delft Multimedia Academy (website). [accessed February 12, 2016].


Enlaces refback

  • No hay ningún enlace refback.

e-ISSN: 1698-7802

DOI prefix: 10.14516/fde


FahrenHouse: Salamanca, España 

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 3.0 España.