MOOCs and Change Dynamics in Higher Education

Abstract

Selwyn (2013) highlights the importance of national governments’ role as to mediate and adapt so-called incoming forms of educational technology. He even suggests that national governments may act as local interpreters and cleansers of incoming global models of educational technology provision and practice (Selwyn, 2013). The implementation and interpretation of the concept of MOOCs may represent an interesting case in this respect. Most higher education institutions (HEIs) in Norway are public and education is free for everyone. Currently there are 8 universities, 20 university colleges and 5 scientific colleges owned by the state. In addition, 23 private higher education institutions receive government support (these numbers are about to change due to ongoing processes of merging HEIs). Moreover, Norway has a long tradition for distance online education, and several initiatives regarding blended learning have emerged during the last decade (Tømte & Olsen, 2013; Norgesuniversitetet, 2015).