zmWmQs

University of London International Programmes’
MOOC Experience
Barney Grainger and Michael Kerrison
Abstract: To the University of London, the world’s oldest provider of flexible and distance learning degree
programmes (since 1858), Massive Open Online Courses (MOOCs) provide a modern platform for widening
access to the academic programmes offered by the University’s federal colleges. The University of London
International Programmes was one of the first UK Universities to offer MOOCs, through the Coursera
platform. There has been much debate about the business models for MOOCs and in this short paper the
economics of using MOOCs to highlight study opportunities for students through over 100 higher education
programmes offered by the University of London International Programmes is explored. The first four
University of London MOOCs were developed and delivered in 2013 and while still too soon to evaluate
conversions to full degree programmes early indications provide some interesting evidence, along with
important lessons learned in the planning, costing and resourcing of MOOCs for university administrators.
Introduction
The University of London International Programmes
launched four massive open online courses (MOOCs)
on the Coursera platform in June 2013, making it the
first English Higher Education provider to offer MOOCs.
Our four MOOCs each lasted six weeks, attracted over
210,000 initial registrations, over 90,000 active students
in their first week, from over 160 countries and lead to
8,843 Statements of Accomplishment being attained.
In addition, our MOOC offerings achieved an aggregate
student satisfaction rating of 91% (ranging from good to
excellent), and so far around 150 students who applied
to one of our 2013/14 fee-paying programmes have indicated
that they took one of our MOOCs beforehand. This
paper provides an early analysis of how the institutional
objectives for involvement in MOOCs have been met.
Background
The University of London International Programmes (the
International Programmes) is a collaborative venture between
the University of London International Academy (a
Central Academic Body of the University of London) and
twelve federal Colleges of the University of London. 1 This
collaborative venture has been delivering high quality
University of London awards at a distance since 1858 and
is the oldest distance and flexible learning provider in the
world.
Coursera was established in April 2012 by two Stanford
academics from the Department of Computer Science,
Professor Daphne Koller and Professor Andrew
Ng. Coursera works with a selection of respected global
university partners to provide massive open online courses
(MOOCs), short online courses that have the following
distinguishing features underpinning its objectives:
1. Courses are open access – anyone can participate, for
free; and
2. Course registrations are ‘massive’ – the learning platform
is scalable and courses are designed to support an
indefinite number of participants.
In July 2012, the International Programmes invited
Professor Koller to make a presentation to personnel
from across the University of London and its federal Colleges
on the recent launch of the Coursera MOOC platform.
The intention of this invitation was to understand
more about massive open online courses, the Coursera
platform and to establish whether the International Programmes
and Coursera had compatibility in terms of vision,
aims and provision.
A partnership agreement was signed in September
2012, following Professor Koller’s visit, which involved
the International Programmes agreeing to launch, in a
first phase, up to five MOOCs on Coursera. This agreement
was part of the second wave of Coursera partnership
announcements. This paper will consider in the first
part how the University of London International Academy
framed its objectives for MOOCs in collaboration with
1
The twelve collaborative Colleges (also known as ‘Lead Colleges’)
are: Birkbeck, Goldsmiths, Heythrop, Institute of Education, King’s
College London, London School of Economics and Political Science
(LSE), London School of Hygiene and Tropical Medicine, Queen Mary,
Royal Holloway, Royal Veterinary College, School of Oriental and African
Studies (SOAS), and University College London (UCL).
Experience Track |222