Until recently, Massive Open Online Course (MOOCs) were seen as one of – if not, the – key mechanism through which future higher eduction schemes would be delivered.
From their first use in 2008, educators, entrepreneurs, and reformers had been queuing up to talk about the virtues of a learning model that offered the prospect of an education system where thousands of people could learn together.
Throughout 2012, and even up until last year, the idea that MOOCs would represent a fundamental part of the future of higher eduction was still common – but then something changed.
For educators, students, parents, and politicians the shift to online learning presents an opportunity to improve achievement, reduce costs, and deliver tailored learning experiences. For educational publishers, this change is as much a headache as an opportunity.
Educational publishing is undergoing profound upheaval, and for some traditional firms managing the shift to a digitised world is proving tricky.
Publishers are often guilty of focusing too closely on how customers engage with their existing offering rather than asking themselves the fundamental question: what do my customers really need?