Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study

This work is financed via a grant by the Dutch National Initiative for Education Research (NRO)/The Netherlands Organization for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science under the grant nr. 405-15-705 (SOONER/http://sooner.nu).

[1]  Moonja P. Kim,et al.  The Method of Sorting as a Data-Gathering Procedure in Multivariate Research. , 1975, Multivariate behavioral research.

[2]  Hendrik Drachsler,et al.  Designing Learning Outcomes for Handoff Teaching of Medical Students Using Group Concept Mapping: Findings From a Multicountry European Study , 2015, Academic medicine : journal of the Association of American Medical Colleges.

[3]  Mary Kane,et al.  Quality and rigor of the concept mapping methodology: a pooled study analysis. , 2012, Evaluation and program planning.

[4]  A. Kellerman,et al.  The Constitution of Society : Outline of the Theory of Structuration , 2015 .

[5]  I. E. Allen,et al.  Grade Change: Tracking Online Education in the United States. , 2014 .

[6]  Glenn Hardaker,et al.  Barriers and enablers to adoption and diffusion of eLearning , 2014 .

[7]  William M. K. Trochim,et al.  An introduction to concept mapping for planning and evaluation. , 1989 .

[8]  Dirk Schneckenberg.  Understanding the real barriers to technology-enhanced innovation in higher education , 2009 .

[9]  William M. K. Trochim,et al.  Concept Mapping as an Alternative Approach for the Analysis of Open-Ended Survey Responses , 2002 .

[10]  Robert J. Stevens,et al.  Why do educational innovations come and go? What do we know? What can we do? , 2004 .

[11]  Robert Schuwer,et al.  Institutional MOOC strategies in Europe , 2015 .

[12]  A. Pinsonneault,et al.  Challenges in Conducting Empirical Work Using Structuration Theory: Learning from IT Research , 2005 .

[13]  M. Weggeman,et al.  The Structuration of Organizational Learning , 2003 .

[14]  Clayton M. Christensen,et al.  Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns , 2008 .

[15]  Yoram M. Kalman,et al.  A race to the bottom: MOOCs and higher education business models , 2014 .

[16]  M. Metcalfe,et al.  Sense-making Innovative Systems: Prestigious MOOCs , 2016 .

[17]  A. Giddens.  Central Problems in Social Theory: Action, Structure and Contradiction in Social Analysis , 1979 .

[18]  E. Rogers.  Diffusion of preventive innovations. , 2002, Addictive behaviors.

[19]  Kate O’Connor,et al.  MOOCs, institutional policy and change dynamics in higher education , 2014 .

[20]  Jane Tsakissiris,et al.  The Importance of Context in Management Education: A Report. , 2017 .

[21]  George Veletsianos,et al.  A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015 , 2016 .

[22]  Eamon Costello,et al.  A strategic response to MOOCs: how one European university is approaching the challenge , 2015 .

[23]  Devayani Tirthali,et al.  Why do Institutions Offer MOOCs , 2014 .

[24]  Stephanie J. Blackmon.  Through the MOOCing Glass: Professors’ Perspectives on the Future of MOOCs in Higher Education , 2016 .

[25]  Ebba S. I. Ossiannilsson,et al.  MOOCs as Change Agents to Boost Innovation in Higher Education Learning Arenas , 2016 .