Investigating massive open online courses (MOOCs) opportunities for developing countries: Case of Papua New Guinea

Woruba, R; Abedin, B

Investigating massive open online courses (MOOCs) opportunities for developing countries: Case of Papua New Guinea

Woruba, R Abedin, B

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Publication Type:: Conference Proceeding
Citation:: Pacific Asia Conference on Information Systems, PACIS 2015 - Proceedings, 2015
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Woruba, R	en_US
dc.contributor.author	Abedin, B https://orcid.org/0000-0002-3426-443X	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Pacific Asia Conference on Information Systems, PACIS 2015 - Proceedings, 2015	en_US
dc.identifier.uri	http://hdl.handle.net/10453/36475
dc.description.abstract	The proliferation of massive open online courses or MOOCs has proven disruptive to the traditional educational enterprise. While there is an on going debate about the future of MOOCs, it has already shown effective results for particular cohort of learners. This research investigates the adoption of MOOCs as a disruptive initiative in developing countries, and in particular in Papua New Guinea (PNG). The results from conducting in-depth interviews with PNG MOOC users and Australian based academics have been conducted. Findings suggest a framework with four dimensions: Intentional and Non-Intentional attributes distributed from a Systematic (disruptive) to Non-Systematic (nondisruptive) spectrum. Based on such finding, recommendations include generating awareness of MOOCs to educational institutions, investment in feasibility studies and engaging in established Australian institutions for long term partnership in MOOC development and deployment.	en_US
dc.relation.ispartof	Pacific Asia Conference on Information Systems, PACIS 2015 - Proceedings	en_US
dc.title	Investigating massive open online courses (MOOCs) opportunities for developing countries: Case of Papua New Guinea	en_US
dc.type	Conference Proceeding
utslib.for	080608 Information Systems Development Methodologies	en_US
utslib.for	080603 Conceptual Modelling	en_US
dc.location.activity	Singapore
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Information, Systems and Modelling
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
pubs.organisational-group	/University of Technology Sydney/Strength - PERSWADE - Centre on Persuasive Systems for Wise Adaptive Living
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

The proliferation of massive open online courses or MOOCs has proven disruptive to the traditional educational enterprise. While there is an on going debate about the future of MOOCs, it has already shown effective results for particular cohort of learners. This research investigates the adoption of MOOCs as a disruptive initiative in developing countries, and in particular in Papua New Guinea (PNG). The results from conducting in-depth interviews with PNG MOOC users and Australian based academics have been conducted. Findings suggest a framework with four dimensions: Intentional and Non-Intentional attributes distributed from a Systematic (disruptive) to Non-Systematic (nondisruptive) spectrum. Based on such finding, recommendations include generating awareness of MOOCs to educational institutions, investment in feasibility studies and engaging in established Australian institutions for long term partnership in MOOC development and deployment.

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http://hdl.handle.net/10453/36475