(From ChristensenInstitute.org):
“Move over MOOCs, it’s online, competency time”
When massive open online courses, or MOOCs, took the world by storm in 2012, all too often the description of them was accompanied by an adjective: disruptive. The implication? They were clearly disruptive innovations destined to transform learning.
Although the three companies most associated with the term MOOC—Coursera, edX, and Udacity—may end up being disruptive and help transform learning worldwide, early on it was clear that, properly and narrowly defined, in and of themselves MOOCs were unlikely to be disruptive innovations relative to traditional colleges and universities. Although they bore many markers of disruption, when defined narrowly, they lacked a business model innovation that would allow their disruptive value proposition to be sustainable and move up-market over time. And given their original reliance on traditional college and university faculty, it was doubtful that they could harness the power of online learning to move up-market along the dimension that would matter most to their success: teaching and learning. READ MORE HERE