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Educ. Sci. 2016, 6(2), 14;

Value and Pricing of MOOCs

College of Information, Department of Learning Technologies, Discovery Park G150, 3940 North Elm Street, University of North Texas, Denton, TX 76207, USA
College of Education, Department of Learning and Performance Systems, Workforce Education and Development Program, 305D J. Orvis Keller Building, The Pennsylvania State University, University Park, PA 16802-1303, USA
Author to whom correspondence should be addressed.
Academic Editor: Ebba Ossiannilsson
Received: 27 February 2016 / Revised: 19 May 2016 / Accepted: 24 May 2016 / Published: 27 May 2016
(This article belongs to the Collection Massive Open Online Courses)
PDF [196 KB, uploaded 27 May 2016]


Reviewed in this article is the potential for Massive Open Online Courses (MOOCs) to transform higher education delivery, accessibility, and costs. Next, five major value propositions for MOOCs are considered (headhunting, certification, face-to-face learning, personalized learning, integration with services external to the MOOC, marketing). Then, four pricing strategies for MOOCs are examined (cross-subsidy, third-party, “freemium”, nonmonetary). Although the MOOC movement has experienced growing pains similar to most innovations, we assert that the unyielding pace of improvements in network technologies combined with the need to tame the costs of higher education will create continuing demand for MOOC offerings. View Full-Text
Keywords: educational technology; policy in education; assessment; financing higher education; MOOCs; online learning educational technology; policy in education; assessment; financing higher education; MOOCs; online learning
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

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Baker, R.M.; Passmore, D.L. Value and Pricing of MOOCs. Educ. Sci. 2016, 6, 14.

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