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Give MOOCs some credit: a system-divergent innovation accrediting an AI mass-market MOOC at a Swedish university

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Název: Give MOOCs some credit: a system-divergent innovation accrediting an AI mass-market MOOC at a Swedish university
Autoři: Hachem, Hugo-Henrik, Wiggberg, Mattias, Osborne, Tanya, 1987, Gulliksen, Jan, Heintz, Fredrik
Zdroj: Advanced Digital Skills Policy Lab for Academic Transformation (ADAPT) Cogent Education. 12(1)
Témata: System-Divergent innovation, Adult Education and Lifelong Learning, lifelong learning, digitalisation, MOOCs, Social Sciences, higher education, Digitalisation, Higher Education, Sweden
Popis: Lifelong learning in higher education (HE), epitomised by Massive Open Online Courses (MOOCs), is valuable for re-skilling and upskilling Sweden's industry workforce in (advanced) digital competencies to remain globally innovative and competitive. Meanwhile, Sweden's non-regulatory approach towards MOOC deployment in HE meant that their accreditation by universities faces strenuous systemic challenges. However, since 2019, one university began accrediting an AI mass-market MOOC following a nationally unique system-divergent innovation, which this case study unpacks by responding to three research questions. First, what were the underlying processes of this system-divergent innovation, and how and why did it occur? Second, what were its key success factors? Furthermore, how sustainable is it? This reflexive case study draws on eight semi-structured interviews with university staff and faculty, which were deductively analysed based on topical literature and concepts from system-divergent innovation and structuration theory. Generated themes were called challenges-as-opportunities and spanned bureaucracy, finances, technological infrastructures, deroutinisation, internal conflicts and external pressure. These themes and their discussion inform policy on three tiers: governmental, sectoral, and institutional. This original work highlights that mmMOOCs' accreditation by universities can play a significant role in bridging lifelong learning and HE in Sweden, and calls for digital maturity and national contagion.
Popis souboru: electronic
Přístupová URL adresa: https://research.chalmers.se/publication/547497
https://research.chalmers.se/publication/547497/file/547497_Fulltext.pdf
Databáze: SwePub
Popis
Abstrakt:Lifelong learning in higher education (HE), epitomised by Massive Open Online Courses (MOOCs), is valuable for re-skilling and upskilling Sweden's industry workforce in (advanced) digital competencies to remain globally innovative and competitive. Meanwhile, Sweden's non-regulatory approach towards MOOC deployment in HE meant that their accreditation by universities faces strenuous systemic challenges. However, since 2019, one university began accrediting an AI mass-market MOOC following a nationally unique system-divergent innovation, which this case study unpacks by responding to three research questions. First, what were the underlying processes of this system-divergent innovation, and how and why did it occur? Second, what were its key success factors? Furthermore, how sustainable is it? This reflexive case study draws on eight semi-structured interviews with university staff and faculty, which were deductively analysed based on topical literature and concepts from system-divergent innovation and structuration theory. Generated themes were called challenges-as-opportunities and spanned bureaucracy, finances, technological infrastructures, deroutinisation, internal conflicts and external pressure. These themes and their discussion inform policy on three tiers: governmental, sectoral, and institutional. This original work highlights that mmMOOCs' accreditation by universities can play a significant role in bridging lifelong learning and HE in Sweden, and calls for digital maturity and national contagion.
ISSN:2331186X
DOI:10.1080/2331186X.2025.2529421