One tool that has gained mass popularity from learners over the past several years is distance learning classes, which are largely characterized by learners looking for a familiar electronic platform, cost-saving, and flexibility. The paper will finish addressing the challenges of making this an entirely self-sustainable initiative and reflecting about what is required for evaluating this experience globally.įor the sake of society's future survival in this rapid development of information and technology era, becoming lifelong learners aiming to be high-skilled individuals is a must.
The completion rate is 8.69%, and post-course surveys reveal a high level of satisfaction from students. As a consequence of this process, UPV has its own platform (upvx.es) based on openedX and is a member of edx.org, with 50 courses, 177 editions, and more than 632.000 enrollments. In this paper, we will analyze two of them: the creation, organization and management of a fast and cheap MOOC production process, including the several tools, plans, and procedures that have enabled UPV to create courses fast and with a low-cost and the technical evolution of the initiative, with the different platforms that have been used. It has been a multiple stage process that includes many aspects. This analysis is done using an Evaluative Research (ER) method based on an iterative approach of 6 cycles of formative evaluation. This paper describes and analyses the decision-making process, and rationale of the development of this low budget real MOOC institutional initiative carried out by a traditional higher educational medium sized institution. Universitat Politecnica de Valencia (UPV) was the European institution with more MOOC course runs done by December 2016.
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