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Digital Transformation Challenges: a Case Study Regarding the MOOC Development and Operations at Higher Education Institutions in China

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As development and operation of the massive open online courses (MOOCs) involve multiple stakeholders to work in cooperation, this paper inquired two key stakeholders in the MOOC development, teaching, and operation: administrators and faculty in 50 higher education institutions in China. We sought the experiences and expectations from MOOC administrators and faculty. The result showed that the government and institutions held either sole or joint leadership in MOOC development and operation. Although colleges and universities in China have established certain mechanisms to develop and operate MOOCs, they faced challenges and issues such as insufficient technical support, inadequate curriculum/instructional design training, and a lack of national curriculum/instructional design and development standards as well as platform standards. In the end, the paper provided some suggestions for improving the development and operation of MOOCs in China.

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This study was funded by the China Ministry of Education (DCA 170307).

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Correspondence to Shenghua Zha.

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Authors Mingzhuo Liu, Shenghua Zha, and Wu He declare that they have no conflict of interest.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained from all individual participants included in the study.

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Liu, M., Zha, S. & He, W. Digital Transformation Challenges: a Case Study Regarding the MOOC Development and Operations at Higher Education Institutions in China. TechTrends 63, 621–630 (2019).

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