* the development of sustainable business models is clearly a significant issue. * patterns of certification and accreditation vary across MOOCs and other open courses and whilst courses may be free, certification sometimes comes at a price and accreditation, if offered, invariably attracts a fee. Learning pathways and the extent of learner support are not always clear. * pedagogical approaches are not always clearly indicated, except in many MOOCs and other open courses. QA models range from centralised top/down systems, through peer reviewing to contributor/user-driven models. * educators express some continuing concern about quality assurance, but learners appear largely confident in identifying good quality resources. * the licensing picture is complex and it is not always easy to discern the degree of openness from an initial scrutiny of websites. However the list of notable initiatives includes 13 single-language initiatives, ten languages of which are European languages. * most OER are in English, some exclusively and many others with English as one of a range of languages. there is greater diversity of formats than has previously been suspected and mobile apps for accessing OER are increasingly available. * almost all initiatives cover a wide range of subjects. * almost half of the initiatives are focused on higher and further/technical/vocational education with only a quarter on schools - though there is further work to be done in separating higher from vocational education, and from CPD and lifelong learning initiatives. * whilst the largest number of initiatives (in all three categories) are to be found in north America, there are more than might have been suspected across Europe and rather fewer than expected in the far East. The analysis indicates a complex and changing tapestry of significant OER initiatives across the world: * we identify three distinct categories of initiatives: open courses, open textbooks and collections of digital assets. Individual countries, mission groups and institutions should review and revise their own policies and strategies to ensure that OER-based learning can play a role in their existing framework of online provision to help them achieve their educational, economic and social goals in a sustainable way.
In order to foster effective deployment of OER in a country or an institution, policy advice is needed explicitly to address issues such as business models and the use of new technologies/media to enable pedagogical innovation and enhance quality. The report demonstrates that OER-based learning, as an extension of online education, offers the potential of wider access to high quality education at relatively low cost, across a range of countries. This report synthesizes key findings by examining similarities and differences in 120 "notable" OER initiatives worldwide against a number of key areas concerning OER development. Future research directions guided by gaps in the literature are explored. The review categorises the literature into eight different areas of interest, introductory, concept, case studies, educational theory, technology, participant focussed, provider focussed, and other, while also providing quantitative analysis of publications according to publication type, year of publication, and contributors. We believe this is the first effort to systematically review literature relating to MOOCs, a fairly recent but massively popular phenomenon with a global reach.
This paper presents a systematic review of the published MOOC literature (2008-2012): Forty-five peer reviewed papers are identified through journals, database searches, searching the Web, and chaining from known sources to form the base for this review. Many academics have taken interest in MOOCs recognising the potential to deliver education around the globe on an unprecedented scale some of these academics are taking a research-oriented perspective and academic papers describing their research are starting to appear in the traditional media of peer reviewed publications. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Massive open online courses (MOOCs) are a recent addition to the range of online learning options.
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