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Going to College Online? A PEST Analysis of MOOCs
PROCEEDINGS

, University of Oklahoma, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Massively open? College unbound? What are the roots of Massive Open Online Courses (MOOCs), and how much of a trend is it? What promises and anxieties do MOOCs bring to higher education and university administrators and faculty? The past year has witnessed one of the most rapid and enthusiastic adoptions of educational innovation in history, generating numerous discussions on an endless list of questions and issues related to MOOCs and open educational resources.

In order to better understand the recent boom in MOOCs and its broad implications, it may be time for a PEST analysis. The PEST framework is used to scan the macro environment through Political, Economic, Social, and Technological lenses. It has been used in various settings to determine organizational status, potential and direction, and strategic planning. The framework is suitable for the analysis of MOOCs, especially given how modern higher education and today’s macro-environment milieus are so intertwined.

Citation

Lin, H. (2013). Going to College Online? A PEST Analysis of MOOCs. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1664-1665). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .