Massive Open Online Courses (MOOCs) have been considered disruptive innovative service that potentially pose threats to traditional higher education. However, few people carefully consider how MOOCs services support and co-create values for post-secondary institutes, on-campus students, and working professions from the perspective of value co-creation and service system. Through the analysis of in-depth interviews of nine cases, five qualitative categories of perceived values with structural hierarchy were profiled and analyzed: (1) learning new knowledge, skills, and perspectives, (2) verifying learning process using certificates, (3) supporting on-campus learning and teaching, (4) solving real-world problems at work, and (5) co-learning with world-wide learners. Implications will be presented and discussed in the paper.
CITATION STYLE
Kuo, T. M. L., & Wang, J. C. (2018). Exploring perceived value creation of MOOCs service systems - A preliminary investigation. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 11003 LNCS, pp. 510–517). Springer Verlag. https://doi.org/10.1007/978-3-319-99737-7_54
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