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An economic appraisal of MOOC platforms: business models and impacts on higher education

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  • Paul BELLEFLAMME
  • Julien JACQMIN

Abstract

We use various economic and pedagogical concepts to understand the specificities of MOOC (Massive Online Open Courses) platforms. We discuss how the private provision of MOOCs can be sustained. Using the theory of multisided platforms, we analyze five ways to monetize the MOOC business. We then claim that MOOC platforms can play a key transformative role in the higher education sector by making teaching practices evolve, rather than by replacing incumbent institutions. Finally, we derive a number of directions for public policy.
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  • Paul BELLEFLAMME & Julien JACQMIN, 2016. "An economic appraisal of MOOC platforms: business models and impacts on higher education," LIDAM Reprints CORE 2794, Université catholique de Louvain, Center for Operations Research and Econometrics (CORE).
    • Handle: RePEc:cor:louvrp:2794
    Note: In : CESifo Economic Studies, 62, 148-169, 2016
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    Cited by:

    1. Jacqmin, Julien, 2018. "Why are some online courses more open than others?," MPRA Paper 89929, University Library of Munich, Germany.
    2. Belleflamme, Paul & Toulemonde, Eric, 2016. "Who benefits from increased competition among sellers on B2C platforms?," Research in Economics, Elsevier, vol. 70(4), pages 741-751.
    3. Lynne Pepall & Dan Richard, 2014. "Competition, Selectivity and Innovation in the Higher Educational Market," Discussion Papers Series, Department of Economics, Tufts University 0782, Department of Economics, Tufts University.
    4. Emilie Dargaud & Frédéric Jouneau-Sion, 2019. "The good MOOC and the universities," Working Papers halshs-01996582, HAL.
    5. Karl Taeuscher & Hannes Rothe, 2021. "Optimal distinctiveness in platform markets: Leveraging complementors as legitimacy buffers," Strategic Management Journal, Wiley Blackwell, vol. 42(2), pages 435-461, February.
    6. Jacqmin, Julien, 2019. "Providing MOOCs: A FUN way to enroll students?," Information Economics and Policy, Elsevier, vol. 48(C), pages 32-39.
    7. Guerrero, Maribel & Heaton, Sohvi & Urbano, David, 2021. "Building universities’ intrapreneurial capabilities in the digital era: The role and impacts of Massive Open Online Courses (MOOCs)," Technovation, Elsevier, vol. 99(C).
    8. Antonio Matas-Terrón & Juan José Leiva-Olivencia & Pablo Daniel Franco-Caballero & Francisco José García-Aguilera, 2020. "Validity of the “Big Data Tendency in Education” Scale as a Tool Helping to Reach Inclusive Social Development," Sustainability, MDPI, vol. 12(13), pages 1-12, July.
    9. Emilie Dargaud & Frédéric Jouneau-Sion, 2019. "The good MOOC and the universities," Working Papers 1905, Groupe d'Analyse et de Théorie Economique Lyon St-Étienne (GATE Lyon St-Étienne), Université de Lyon.
    10. Jason Howarth & Steven D'Alessandro & Lester Johnson & Lesley White, 2017. "MOOCs to university: a consumer goal and marketing perspective," Journal of Marketing for Higher Education, Taylor & Francis Journals, vol. 27(1), pages 144-158, January.
    11. Xiaoyan Chen & Wei Geng, 2022. "Enroll now, pay later: optimal pricing and nudge efforts for massive-online-open-courses providers," Electronic Markets, Springer;IIM University of St. Gallen, vol. 32(2), pages 1003-1018, June.
    12. Jeffrey Bohler & John R. Drake & Ravi R. Paul & Eric L. Kisling, 2022. "Can Social Media Make Us More Trusting?," Journal of Electronic Commerce in Organizations (JECO), IGI Global, vol. 20(1), pages 1-16, January.
    13. Jacqmin, Julien, 2022. "Why are some Massive Open Online Courses more open than others?," Technovation, Elsevier, vol. 112(C).
    14. Emilie Dargaud & Fréedéeric Jouneau-Sion, 2020. "The good MOOC and the universities," Education Economics, Taylor & Francis Journals, vol. 28(5), pages 474-490, September.
    15. Gilbert E. Metcalf & James Stock, 2015. "The Role of Integrated Assessment Models in Climate Policy: A User's Guide and Assessment," Discussion Papers Series, Department of Economics, Tufts University 0811, Department of Economics, Tufts University.
    16. Antonio Matas-Terrón & Juan José Leiva-Olivencia & Cristina Negro-Martínez, 2020. "Tendency to Use Big Data in Education Based on Its Opportunities According to Andalusian Education Students," Social Sciences, MDPI, vol. 9(9), pages 1-12, September.

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    More about this item

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • L31 - Industrial Organization - - Nonprofit Organizations and Public Enterprise - - - Nonprofit Institutions; NGOs; Social Entrepreneurship
    • L86 - Industrial Organization - - Industry Studies: Services - - - Information and Internet Services; Computer Software

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