Purpose – Many public organizations are employing Information Technology “IT” in Knowledge Management “KM” (Silwattananusarn and Tuamsuk, 2012; Alavi and Leidner, 2001; Chatti et al., 2007). Within universities, the use of IT could be an enabler to create and facilitate the development of knowledge (Joia, 2000; Garcia, 2007; Tian et al., 2009; Sandelands, 1997); to improve knowledge sharing (Aurelie Bechina Arntzen et al., 2009; Alavi and Gallupe, 2003); to develop communities of practice (Adams and Freeman, 2000). In the educational organizations IT is also a tool to improve the quality of learning (EC, 2000). E-learning is based on digital technologies (Aspen Institute Italy, 2014), through multiple teaching methods (Derouin et al., 2005), as tools for KM (Wild et al., 2002). The websites of some universities allows anyone to follow free lessons, through the internet. These types of free online courses are known as Massive Open Online Courses „MOOCs“ (EC, 2014; Sinclair et al., 2015). The purpose of this study is to verify the type of teaching adopted by European universities and understand how training through e-learning can improve the processes of transmission and sharing of knowledge allowing everyone, not only to students, to take lessons through the web. Design/methodology/approach – The analysis allows detecting data on universities by region through the study of the websites of the top 100 European universities present in a ranking called Quacquarelli Symonds, “QS World University Rankings 2015/16”. The method used to collect the data was marked by the creation of a specific database in which are inserted, for each university, different information: status (public/private), size, age, number of enrolled students, references on websites. In this Excel spreadsheet was also taken into account the type of educational offer provided by each university, with particular reference to the provision of online courses and courses open to all. Originality/value – The article aims to provide a detailed study on the use of technology in the educational context. The exploration allows you to design, within other universities unranked, styles of teaching online to share knowledge. Practical implications – The survey, currently, is the first step of a larger project which aims to analyse the different types of e-learning platforms used by 100 universities in the European rankings QS to make teaching online. From the results of this first phase, it has emerged that all the surveyed European universities provide training not only through classroom lessons, but also with a variety of courses through e-learning even for free through MOOCs.

O rápido desenvolvimento da tecnologia da informação traz oportunidades para área da educação, colocando a educação a distância e aprendizagem online como opções para o modelo tradicional, sobretudo os Massive Open Online Courses (MOOCs), os quais, no contexto do movimento de educação aberta, são apresentados como meio para aumentar o acesso e a qualidade da educação, proporcionando redução dos custos e da desigualdade educacional, sobretudo nos países em desenvolvimento. A revisão sistemática de 74 artigos evidenciou que as IES estão incorporando os MOOCs às suas práticas - em parte, produzindo seus próprios MOOCs, mas também os integrando a seus currículos, tanto para revisar conteúdo do Ensino Médio com alunos ingressantes no Ensino Superior quanto para melhorar seus cursos.Assim, considerando que as pesquisas que avaliam a incorporação dos MOOCs aos currículos das IES investigam, sobretudo, o desempenho e o nível de satisfação dos alunos, o objetivo principal desse estudo foi compreender como os MOOCs estão sendo incorporados aos cursos presenciais de graduação e qual o valor funcional percebido pelos alunos com relação a essa prática. Para tal, foi realizada uma revisão sistemática da literatura e um estudo de caso de caráter exploratório e descritivo, que integra os enfoques qualitativo e quantitativo. A unidade de análise do estudo de caso foi a disciplina de Fundamentos de Administração, lecionada no primeiro ano do curso bacharelado em Administração, e quatro fontes de evidências foram utilizadas: documentos sobre o MOOC, documentação sobre a disciplina que utilizou o MOOC, entrevistas com o Chefe de Departamento e os professores responsáveis pela disciplina e levantamento (survey) com 101 alunos. As evidências obtidas nas etapas de investigação documental e entrevistas foram analisadas baseando-se nas questões de pesquisas, enquanto o levantamento com os alunos valeu-se da técnica de análise estatística de modelagem de equações estruturais, utilizando o software R. Os resultados do estudo permitiram identificar que, assim como sugerido pela literatura, o MOOC foi utilizado como recurso online no método blended learning em uma disciplina introdutória e substituindo parte da carga horária presencial, possibilitando o aumento do número de alunos por professor, além de tornar a disciplina mais atrativa para o alunado. Além disso, que o MOOC foi usado como recurso online para apresentação do conteúdo, enquanto os exercícios de fixação, as avaliações e as atividades complementares foram desenvolvidos pelos professores. As hipóteses propostas no estudo foram validadas: valor funcional percebido tem efeito positivo (r=0,801) na intenção de recompra (R2=64,15%), a qualidade percebida com relação ao processo de blended learning e a qualidade percebida com relação ao MOOC têm efeitos positivos (r=0,22e r=0,2929, respectivamente) no valor funcional percebido pelo aluno (R2=20,46%); a preferência e autodisciplina para realização de cursos a distância têm efeito positivo na qualidade percebida com relação ao processo de blended learning (r=0,2636 e R2=6,95%) e com relação ao MOOC (r=0,347 e R2=12,04%). Conclui-se que o valor funcional percebido pelo aluno é favorável, com escore de 4,53 (escala de 7 pontos), e é influenciado pela qualidade percebida com relação ao MOOC e ao processo de blended learning. / The rapid development of information technology brings opportunities for education, putting distance education and online learning as options for the traditional model of education, especially the Massive Open Online Courses (MOOCs), which in the context of the open education are presented as a means to increase access and quality of education, proportionate educational costs and inequality, especially in developing countries. The systematic review of 74 articles showed that HEIs are incorporating MOOCs into their practices. In part, by producing their own MOOCs, but also integrating them into their curricula, both to revise high school content with incoming higher education students and to improve their courses. Thus, considering that research evaluating the incorporation of MOOCs into The main objectives of this study were to understand how the MOOCs are being incorporated into undergraduate courses and what functional value students perceive in relation to this practice. For such, a systematic review of the literature and an exploratory and descriptive case study were carried out, integrating the qualitative and quantitative approaches. The unit of analysis of the case study was the Fundamentals of Administration discipline taught in the first year of the baccalaureate course in Administration and four sources of evidence were used: documents about the MOOC, documentation about the discipline that used the MOOC, interviews with teachers responsible for discipline and survey with the students. The evidence obtained in the documentary analysis and interviews were analyzed based on the research questions while the student lifting was based on the technique of statistical analysis modeling of structural equations using software R. The results of the study allowed to identify, that as suggested by the literature, the MOOC was used as an online resource in the blendedlearning method in an introductory discipline and replacing part of the classroom workload, making it possible to increase the number of students per teacher, in addition to making the course more attractive for the student. The MOOC was used as an online resource for content presentation, while the attachment exercises, assessments, and complementary activities were developed by teachers. The hypotheses proposed in the study were validated: perceived functional value has a positive effect (r = 0.801) on the intention to buy back (R2 = 64.15%), the quality perceived in relation to the blended learning process and perceived quality in relation to the MOOC have positive effects (r = 0.22 and r = 0.2929, respectively) on the functional value perceived by the student (R2 = 20.46%); (r = 0.2636 and R2 = 6.95%) and in relation to the MOOC (r = 0.347 and R 2 = 12), the preference and self-discipline for distance courses have a positive effect on the perceived quality of the blended learning process , 04%).It is concluded that the functional value perceived by the student is favorable, obtaining a score of 4.53 on a 7-point scale, and that this is influenced by the perceived quality in relation to the MOOC and in relation to the process of blended learning.

Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning. In general, MOOCs are considered online courses that require no prior qualifications for entry, can be accessed by anyone, and attract a diverse audience from a variety of learning and professional backgrounds. However, MOOC teams (including instructors and learning designers, among others) face several challenges when designing for learning in this context. In this work, two main challenges are investigated and approached, namely the lack of well-defined and validated learning design strategies to support practitioners in the MOOC development, and the poor pedagogical design models adopted in MOOCs, which are generally based on traditional classroom formats, such as teacher-centered approaches and content-based learning. Thus, the purpose of this work is to propose a learning design strategy, named Learning Design Framework for MOOCs (LDF4MOOCs), which is grounded on Software Engineering mechanisms and systematic procedures to ensure the standardization and the productivity of all the aspects involved in the MOOC development process. LDF4MOOCs consists of: (i) a MOOC Life Cycle process, which describes fundamental steps to plan, offer, and evaluate a MOOC; (ii) an Educational Design Pattern Language for MOOCs, which is based on problems and recurring solutions to solve the main activities described in the life cycle; and (iii) the related supporting resources. LDF4MOOCs is also pedagogically informed by Flipped Learning ideas, including active learning strategies, self-regulated learning, competency-based design, learner-centered learning, among others. LDF4MOOCs and its elements were evaluated through an experimental study, three case studies, and two expert reviews as internal evaluation methods. Additionally, a field evaluation with educators using the framework as a guide to design their MOOCs was considered as an external evaluation method. The obtained results indicated that LDF4MOOCs has a positive impact on the design for learning in MOOCs, suggesting that our strategy can be effectively applied to support and enhance MOOC development. / Cursos Online Abertos e Massivos (MOOCs) possuem o potencial de abrir oportunidades educacionais e experiências de aprendizado para um público global, combinando os avanços tecnológicos recentes e a aprendizagem mediada pela tecnologia. Em geral, eles são considerados cursos virtuais que não exigem qualificações prévias para a entrada, podem ser acessados por qualquer pessoa e atraem um público diversificado, com uma variedade de experiências e qualificações profissionais. No entanto, equipes responsáveis por desenvolverem MOOCs (incluindo instrutores e projetistas de aprendizagem, entre outros) deparam-se com vários desafios ao projetar para a aprendizagem nesse contexto. Neste trabalho, duas lacunas principais são investigadas e abordadas: a falta de estratégias de projeto de aprendizagem bem definidas e validadas para apoiar os profissionais no desenvolvimento de MOOCs; e as limitações nos modelos de projeto pedagógico adotados, geralmente baseados em formatos tradicionais de sala de aula, tais como abordagens centradas no professor e a aprendizagem baseada em conteúdo. O objetivo deste trabalho é propor e validar uma estratégia de projeto de aprendizagem denominada Learning Design Framework for MOOCs (LDF4MOOCs), baseada em mecanismos de Engenharia de Software e procedimentos sistemáticos para garantir a padronização e a produtividade de todos os aspectos envolvidos no processo de desenvolvimento de MOOCs. LDF4MOOCs consiste em: (i) um processo do ciclo de vida para MOOCs, que descreve etapas fundamentais para planejar, oferecer e avaliar um MOOC; (ii) uma Linguagem de Padrões de Projeto Educacional para MOOCs, baseada em problemas e soluções recorrentes para resolver as principais atividades descritas no ciclo de vida; e (iii) recursos de apoio relacionados. LDF4MOOCs também é pedagogicamente informado pelas ideias de Flipped Learning, incluindo estratégias de aprendizagem ativa, aprendizado autorregulado, projeto baseado em competências, aprendizado centrado no aluno, entre outros. O framework e seus elementos foram validados internamente por meio de um estudo experimental, três estudos de caso e duas revisões por especialistas. Adicionalmente, um estudo de campo envolvendo educadores que usaram o LDF4MOOCs como uma guia para desenvolver seus MOOCs foi utilizado como método de validação externa. Os resultados obtidos indicam que LDF4MOOCs apresenta um impacto positivo no projeto de aprendizagem para MOOCs, sugerindo que tal estratégia pode ser efetivamente aplicada para apoiar e melhorar o desenvolvimento de MOOCs.

Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning. In general, MOOCs are considered online courses that require no prior qualifications for entry, can be accessed by anyone, and attract a diverse audience from a variety of learning and professional backgrounds. However, MOOC teams (including instructors and learning designers, among others) face several challenges when designing for learning in this context. In this work, two main challenges are investigated and approached, namely the lack of well-defined and validated learning design strategies to support practitioners in the MOOC development, and the poor pedagogical design models adopted in MOOCs, which are generally based on traditional classroom formats, such as teacher-centered approaches and content-based learning. Thus, the purpose of this work is to propose a learning design strategy, named Learning Design Framework for MOOCs (LDF4MOOCs), which is grounded on Software Engineering mechanisms and systematic procedures to ensure the standardization and the productivity of all the aspects involved in the MOOC development process. LDF4MOOCs consists of: (i) a MOOC Life Cycle process, which describes fundamental steps to plan, offer, and evaluate a MOOC; (ii) an Educational Design Pattern Language for MOOCs, which is based on problems and recurring solutions to solve the main activities described in the life cycle; and (iii) the related supporting resources. LDF4MOOCs is also pedagogically informed by Flipped Learning ideas, including active learning strategies, self-regulated learning, competency-based design, learner-centered learning, among others. LDF4MOOCs and its elements were evaluated through an experimental study, three case studies, and two expert reviews as internal evaluation methods. Additionally, a field evaluation with educators using the framework as a guide to design their MOOCs was considered as an external evaluation method. The obtained results indicated that LDF4MOOCs has a positive impact on the design for learning in MOOCs, suggesting that our strategy can be effectively applied to support and enhance MOOC development. / Cursos Online Abertos e Massivos (MOOCs) possuem o potencial de abrir oportunidades educacionais e experiências de aprendizado para um público global, combinando os avanços tecnológicos recentes e a aprendizagem mediada pela tecnologia. Em geral, eles são considerados cursos virtuais que não exigem qualificações prévias para a entrada, podem ser acessados por qualquer pessoa e atraem um público diversificado, com uma variedade de experiências e qualificações profissionais. No entanto, equipes responsáveis por desenvolverem MOOCs (incluindo instrutores e projetistas de aprendizagem, entre outros) deparam-se com vários desafios ao projetar para a aprendizagem nesse contexto. Neste trabalho, duas lacunas principais são investigadas e abordadas: a falta de estratégias de projeto de aprendizagem bem definidas e validadas para apoiar os profissionais no desenvolvimento de MOOCs; e as limitações nos modelos de projeto pedagógico adotados, geralmente baseados em formatos tradicionais de sala de aula, tais como abordagens centradas no professor e a aprendizagem baseada em conteúdo. O objetivo deste trabalho é propor e validar uma estratégia de projeto de aprendizagem denominada Learning Design Framework for MOOCs (LDF4MOOCs), baseada em mecanismos de Engenharia de Software e procedimentos sistemáticos para garantir a padronização e a produtividade de todos os aspectos envolvidos no processo de desenvolvimento de MOOCs. LDF4MOOCs consiste em: (i) um processo do ciclo de vida para MOOCs, que descreve etapas fundamentais para planejar, oferecer e avaliar um MOOC; (ii) uma Linguagem de Padrões de Projeto Educacional para MOOCs, baseada em problemas e soluções recorrentes para resolver as principais atividades descritas no ciclo de vida; e (iii) recursos de apoio relacionados. LDF4MOOCs também é pedagogicamente informado pelas ideias de Flipped Learning, incluindo estratégias de aprendizagem ativa, aprendizado autorregulado, projeto baseado em competências, aprendizado centrado no aluno, entre outros. O framework e seus elementos foram validados internamente por meio de um estudo experimental, três estudos de caso e duas revisões por especialistas. Adicionalmente, um estudo de campo envolvendo educadores que usaram o LDF4MOOCs como uma guia para desenvolver seus MOOCs foi utilizado como método de validação externa. Os resultados obtidos indicam que LDF4MOOCs apresenta um impacto positivo no projeto de aprendizagem para MOOCs, sugerindo que tal estratégia pode ser efetivamente aplicada para apoiar e melhorar o desenvolvimento de MOOCs.

O rápido desenvolvimento da tecnologia da informação traz oportunidades para área da educação, colocando a educação a distância e aprendizagem online como opções para o modelo tradicional, sobretudo os Massive Open Online Courses (MOOCs), os quais, no contexto do movimento de educação aberta, são apresentados como meio para aumentar o acesso e a qualidade da educação, proporcionando redução dos custos e da desigualdade educacional, sobretudo nos países em desenvolvimento. A revisão sistemática de 74 artigos evidenciou que as IES estão incorporando os MOOCs às suas práticas - em parte, produzindo seus próprios MOOCs, mas também os integrando a seus currículos, tanto para revisar conteúdo do Ensino Médio com alunos ingressantes no Ensino Superior quanto para melhorar seus cursos.Assim, considerando que as pesquisas que avaliam a incorporação dos MOOCs aos currículos das IES investigam, sobretudo, o desempenho e o nível de satisfação dos alunos, o objetivo principal desse estudo foi compreender como os MOOCs estão sendo incorporados aos cursos presenciais de graduação e qual o valor funcional percebido pelos alunos com relação a essa prática. Para tal, foi realizada uma revisão sistemática da literatura e um estudo de caso de caráter exploratório e descritivo, que integra os enfoques qualitativo e quantitativo. A unidade de análise do estudo de caso foi a disciplina de Fundamentos de Administração, lecionada no primeiro ano do curso bacharelado em Administração, e quatro fontes de evidências foram utilizadas: documentos sobre o MOOC, documentação sobre a disciplina que utilizou o MOOC, entrevistas com o Chefe de Departamento e os professores responsáveis pela disciplina e levantamento (survey) com 101 alunos. As evidências obtidas nas etapas de investigação documental e entrevistas foram analisadas baseando-se nas questões de pesquisas, enquanto o levantamento com os alunos valeu-se da técnica de análise estatística de modelagem de equações estruturais, utilizando o software R. Os resultados do estudo permitiram identificar que, assim como sugerido pela literatura, o MOOC foi utilizado como recurso online no método blended learning em uma disciplina introdutória e substituindo parte da carga horária presencial, possibilitando o aumento do número de alunos por professor, além de tornar a disciplina mais atrativa para o alunado. Além disso, que o MOOC foi usado como recurso online para apresentação do conteúdo, enquanto os exercícios de fixação, as avaliações e as atividades complementares foram desenvolvidos pelos professores. As hipóteses propostas no estudo foram validadas: valor funcional percebido tem efeito positivo (r=0,801) na intenção de recompra (R2=64,15%), a qualidade percebida com relação ao processo de blended learning e a qualidade percebida com relação ao MOOC têm efeitos positivos (r=0,22e r=0,2929, respectivamente) no valor funcional percebido pelo aluno (R2=20,46%); a preferência e autodisciplina para realização de cursos a distância têm efeito positivo na qualidade percebida com relação ao processo de blended learning (r=0,2636 e R2=6,95%) e com relação ao MOOC (r=0,347 e R2=12,04%). Conclui-se que o valor funcional percebido pelo aluno é favorável, com escore de 4,53 (escala de 7 pontos), e é influenciado pela qualidade percebida com relação ao MOOC e ao processo de blended learning. / The rapid development of information technology brings opportunities for education, putting distance education and online learning as options for the traditional model of education, especially the Massive Open Online Courses (MOOCs), which in the context of the open education are presented as a means to increase access and quality of education, proportionate educational costs and inequality, especially in developing countries. The systematic review of 74 articles showed that HEIs are incorporating MOOCs into their practices. In part, by producing their own MOOCs, but also integrating them into their curricula, both to revise high school content with incoming higher education students and to improve their courses. Thus, considering that research evaluating the incorporation of MOOCs into The main objectives of this study were to understand how the MOOCs are being incorporated into undergraduate courses and what functional value students perceive in relation to this practice. For such, a systematic review of the literature and an exploratory and descriptive case study were carried out, integrating the qualitative and quantitative approaches. The unit of analysis of the case study was the Fundamentals of Administration discipline taught in the first year of the baccalaureate course in Administration and four sources of evidence were used: documents about the MOOC, documentation about the discipline that used the MOOC, interviews with teachers responsible for discipline and survey with the students. The evidence obtained in the documentary analysis and interviews were analyzed based on the research questions while the student lifting was based on the technique of statistical analysis modeling of structural equations using software R. The results of the study allowed to identify, that as suggested by the literature, the MOOC was used as an online resource in the blendedlearning method in an introductory discipline and replacing part of the classroom workload, making it possible to increase the number of students per teacher, in addition to making the course more attractive for the student. The MOOC was used as an online resource for content presentation, while the attachment exercises, assessments, and complementary activities were developed by teachers. The hypotheses proposed in the study were validated: perceived functional value has a positive effect (r = 0.801) on the intention to buy back (R2 = 64.15%), the quality perceived in relation to the blended learning process and perceived quality in relation to the MOOC have positive effects (r = 0.22 and r = 0.2929, respectively) on the functional value perceived by the student (R2 = 20.46%); (r = 0.2636 and R2 = 6.95%) and in relation to the MOOC (r = 0.347 and R 2 = 12), the preference and self-discipline for distance courses have a positive effect on the perceived quality of the blended learning process , 04%).It is concluded that the functional value perceived by the student is favorable, obtaining a score of 4.53 on a 7-point scale, and that this is influenced by the perceived quality in relation to the MOOC and in relation to the process of blended learning.

Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed modality. Study participants were first examined based on their levels of self-regulated learning. Follow-up qualitative interviews were conducted to examine the choices that participants made, the impact of the course design on those choices, and what role self-regulation played in the process. The resulting analysis revealed that participants desired an overall learning experience that was tailored to personal learning preferences, but that technical and design limitations can create barriers in the learning experience. The results from this research can help shape future instructional design efforts that wish to increase learner agency and choice in the educational process.

With the application of work-based learning theory and cultural historical activity theory (CHAT) via qualitative research methods, this study considered the reported learning experiences of a group of multidisciplinary practitioners who employed the edX platform in the delivery of massive open online courses (MOOC) for Latin America and the Caribbean (LAC). This exploratory case study focused on a pioneering MOOC program, established in 2014 at the Hemispheric Development Fund (fictional organization name) for offering professional development opportunities to the LAC region. Using interviews, observation, and document analysis, it identified the kinds of knowledge, skills, or behaviors, as well as the multidisciplinary collaborations and organizational conditions that participants considered critical for the successful performance of their work activities. The study included 20 participants, divided evenly among 4 subject matter experts, 4 instructional designers, 4 media producers, 4 platform technicians, and 4 administrative assistants. The study was based on the premise that improving our understanding of the work activities and related learning experiences among participants may benefit the training of future practitioners and organizations interested in the multidisciplinary design of edX MOOCs for LAC and, thus, may contribute to the improved adoption of the edX MOOC platform for developing regions. Through the iterative modeling and analysis of activity systems, as well as illuminating the significant incidents and systemic tensions reported by participants as potential triggers for their learning, four key findings emerged: 1) The totality of participants described experiences of work-based learning as they engaged in activities of value production during the MOOC design cycle; 2) Developing practical knowledge in the preparation and administration of educational resources or learning activities, and mastering effective communication skills enabled participants to excel in the performance of their work activities; 3) The need for improving organizational processes was cited as the most essential contextual condition impacting participants’ work performance; and 4) A majority of participants expected future learning pressures at work in response to constant changes with the technological tools they employ for doing their jobs.

Despite the fact that Massive Open Online Courses (MOOCs) have been seen as a new global education phenomenon over the last decade, MOOCs are still in the early stage of its development in Sweden. MOOCs are being adopted into the Swedish context through the application of translation theory. This process of translation has been a slow process in Sweden.  The aim of this thesis is to describe how a global idea is translated to Swedish context, and explore the reasons behind the slow pace of that process in that country, thus contributing to empirical research of the role of actors in the process of translating an idea. Why and how does a university respond to an emerging global idea? In the process of translating and spreading the MOOCs phenomenon at Swedish HEIs, what has been the role of various actors, and their activities involved in this process? Qualitative research is based on one case study, with abductive reasoning.  The translation of MOOC in Sweden is an active, complicated process, and involves a number of actors such as professors, researchers, government, education authorities and students whose activities actively edit, contextualize, and circulate the concept of MOOCs into Swedish HEIs. The findings indicate that the translation process is still slow and undirected due to the lack of support for management and leadership at all levels. However, indicators are that MOOCs will eventually be fully implemented at Swedish Higher Education Institutions, and will be developed as a national platform in Sweden.

Disruptive innovations are used to lower costs and augment access to high-quality, affordable higher education, but little systematic research is available on the topic. Higher education institutions use disruptive innovations to save students time and money. To understand the process of disruptive innovation, I investigated the rapid diffusion of Massive Open Online Courses (MOOCs), which are free or low-cost college courses available online. Specifically, I examined the drivers of disruptive innovation over time and by institution type, and augmented the existing theory on the diffusion of disruptive innovation in higher education. The key for this systematic study was to have a dataset that encompassed a large sample of adopters and non-adopters. I constructed a new dataset merging 4 years of IPEDS data with MOOC data (n = 1,470). Analytically, I used competing drivers of institutional change, specifically prestige-seeking versus economic competition, to investigate rate and drivers of adoption, how drivers varied over time, and which institutions were most and least likely to innovate. I employed time-series inferential statistics, specifically discrete time hazard modeling (DTHM), and latent class analysis (LCA), as well as descriptive statistics. Three research questions guided this dissertation. 1. When is MOOC adoption most likely? How does prestige-seeking behavior compared to economic competition influence the adoption of MOOCs? 2. Does partnership with a for-profit versus nonprofit provider differ by prestige-seeking behavior or economic competition? Do these partnerships change over time? 3. To what extent does a typology of institutional innovators based on prestige-seeking behavior and economic competition exist? To what extent does this typology of innovators relate to MOOC adoption? How does the adoption of innovation by institutional subgroup vary over time? The findings suggested that rate of adoption, at its height, was a little over 3% in academic year 2013, 2 years after the launch of MOOCs. Both prestige-seeking behavior and economic competition were important predictors of innovation, although institutions most likely to innovate were very prestigious and strategic about the markets they chose for competition. Specifically, the most likely adopters of disruptive innovation were highly competitive in distance education and in pursuing private grants and contracts from industry, but often did not cut costs (e.g., replacing full-time faculty with adjuncts or expanding managerial capacity) to streamline affairs on campus or manage market expansion. By contrast, institutions that did not innovate often exhibited the opposite characteristics. Finally, because the first two results suggested different adopters, I found five different types of institutional innovators (Accelerators, Wealth Managers, Pragmatists, Opportunists, and Laggards). Approximately 15% of colleges were Accelerators (primed to be disruptive innovators), while the rest were characterized by limited motivate to change or limited institutional capacity to innovate.

Le système éducatif supérieur au Maroc se base sur la formation traditionnelle en présentiel. Les apprenants sont obligés d’être présents à toutes les séances de cours et pendant toute leur formation. Actuellement, avec la mise à disposition de cours en ligne, comme les MOOC (Massive open online courses), et l’apparition des plateformes de gestion de contenus pédagogiques ou LMS (Learning management content) comme Moodle, de nombreux cours sont accessibles gratuitement en ligne pour les apprenants. Le suivi des cours à distance, pourrait être une solution au problème de la massification de l’enseignement supérieur au Maroc, contribuer à l’amélioration du niveau, améliorer la motivation et à l’implication des apprenants à l’utilisation des TICE (Technologies de l’information et de la communication pour l’éducation). Notre recherche vise à évaluer différentes situations d’apprentissage hybride (présentiel et à distance) pour des apprenants universitaires marocains en cohérence avec un cadre théorique qui s’inspire principalement de la théorie de l’activité. Pour concrétiser nos travaux de recherche, nous avons réalisé trois expériences de formation hybride ayant recours à des MOOC. Ces expériences ont été réalisées avec quelques modules de formations universitaires dans le cadre de formations supérieures relevant du secteur public et du secteur privé. L’objectif de ces expériences était d’évaluer la motivation, la satisfaction et l’appropriation de cette nouvelle approche technopédagogique et d’émettre des recommandations aux différents acteurs (apprenants, enseignants, établissements) sur l’intégration de formations hybrides dans l’enseignement supérieur au Maroc. / The higher education system in Morocco has long been based on traditional face-to-face training. Learners are required to attend all courses sessions throughout their training. At the present time, with the availability of online courses such as MOOC (Massive Open online courses), and the appearance of LMS (Learning management content) platforms like Moodle, several courses in particular and training in general are available free of charge online. The follow-up of distance courses could be a solution to the problem of the massification of higher education in Morocco, contribute to improving the level, improve the motivation and involvement of learners in the use of ICT4E (Information and Communication Technologies for Education). Our research aims to evaluate different hybrid learning situations (face-to-face and distance learning) for Moroccan university learners in coherence with a theoretical framework that is mainly inspired by the activity theory. To concretize our research, we carried out three experiments of hybrid training using MOOC. These experiments were carried out with some university training modules as part of higher education courses in the public and private sectors. The objective of these experiments was to evaluate the motivation, satisfaction and appropriation of this new techno-pedagogical approach and to issue recommendations to the various actors (learners, teachers, institutions) on the integration of hybrid training in higher education in Morocco.