Exploring the Challenges & Benefits of MOOCs as an Innovative Pedagogical Model in Higher Education

Hanane Sarnou, Daniel Schug

© 2025 Hanane Sarnou, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International. (CC BY-NC 4.0).

Citation Information: SAR Journal. Volume 8, Issue 2, Pages 115-123, ISSN 2619-9955, https://doi.org/10.18421/SAR82-01, June 2025.

Received: 08 March 2025.
Revised:   15 May 2025.
Accepted: 24 May 2025.
Published: 27 June 2025.

Abstract:

Massive Open Online Courses (MOOCs) have been adopted to meet learners' needs in higher education, serving as an innovative pedagogical model with three main dimensions: the provider (what is offered), the learners (who), and the process (how). Ideally, they take students through the developmental stage of problem-solving and help them implement new methods or skills to continue learning. This paper seeks to understand the extent to which MOOCs have transformed learning with a focus on university-level education. It provides a thorough review of recent research in MOOC implementation, including articles from 2013 to 2023, and analyzes them from a pedagogical perspective. Through a thematic literature review, the researchers explored the challenges and benefits of MOOCs for teachers and learners. The analysis shows that while MOOCs provide numerous benefits, such as self-paced learning and innovative ways for grappling with new materials, several considerations are necessary to maximize their potential.

Keywords – Distance education, higher education, learners’ needs, MOOCs

                   

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