Does the proximity-based network of MOOCs condition changes in universities? An agnostic approach to visualize the process of nominating and designing MOOCs

Abstract

This paper serves to provide evidence of institutional patterns to nominate and design a MOOC. Using the concept of proximity, this paper applies economic principles centered on revealed comparative advantage to discern an institution's propensity to nominate courses of certain disciplines over others in the design of a given MOOC. The conditions to design a certain MOOC will lead to the design of MOOCs in a similar discipline, since the conditions are similar (expertise, familiarity, etc.). Prevailing trends in open education matched with unmet demand for higher education suggest that institutions will embrace online learning more and more. We predict this will lead to greater specialization, of which most universities have one or several. Data of all available MOOCs, harnessed from three distinct MOOC aggregators, is utilized in this paper.