About this paper

Appears in:
Page: 5568 (abstract only)
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0253

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

HOW GOOD IS MY MOOC? A REVIEW OF ACCREDITATION SCHEMES FOR ON-LINE COURSES

K. Pond1, D. Asch2, M. Schader2, S. Lambert1

1Loughborough University (UNITED KINGDOM)
2EFMD (BELGIUM)
MOOCs, SPOCs, TEL on-line learning opportunities have grown globally (Shah, 2014) in recent years. Potential students are faced with a plethora of platforms, providers and learning resources across a wide spectrum of disciplines and quality. Business Education is not immune and has a large number of opportunities available to potential students (Chan, 2015).

BUT how can students discern the level of quality of the offering? What makes a MOOC stand out? What guidance and advice is available to the potential learner to aid choices?

This research reviews existing accreditation schemes applicable to European HEIs offering Business related MOOCs. Institutions, MOOC platforms, teachers and instructional designers need to note the requirements of potential accreditors in order to influence accreditation design and to ensure compliance if accreditation is sought.

The research was carried out by a team at the European Federation for Management Development (EFMD) in preparation for the launch of a new EFMD standard to address the gaps perceived in this new market.

The objective of this paper is to identify key concepts driving the schemes used by organisations that accredit online courses, to provide detail on types of accreditation and to corroborate a summary of the processes involved in accreditation. In so doing the research advises the creation of concepts underpinning objective, clear accreditation of Business and Management related on-line courses in the future.

The paper concludes that accreditation of MOOCs is in its infancy, that most accreditors focus on the institution, rather than the learning experience. A further conclusion is that there is an opportunity in the sector for accreditation schemes that provide clear and objective guidance to prospective learners.
keywords: mooc, efmd, accreditation.
@InProceedings{POND2016HOW,
author = {Pond, K. and Asch, D. and Schader, M. and Lambert, S.},
title = {HOW GOOD IS MY MOOC? A REVIEW OF ACCREDITATION SCHEMES FOR ON-LINE COURSES},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0253},
url = {http://dx.doi.org/10.21125/iceri.2016.0253},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {5568}}
TY - CONF
AU - K. Pond AU - D. Asch AU - M. Schader AU - S. Lambert
TI - HOW GOOD IS MY MOOC? A REVIEW OF ACCREDITATION SCHEMES FOR ON-LINE COURSES
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0253
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 5568
EP - 5568
ER -
K. Pond, D. Asch, M. Schader, S. Lambert (2016) HOW GOOD IS MY MOOC? A REVIEW OF ACCREDITATION SCHEMES FOR ON-LINE COURSES, ICERI2016 Proceedings, p. 5568.
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