TY - GEN
T1 - Learning logistics from MOOCs
T2 - 8th International Conference on Higher Education Advances, HEAd 2022
AU - Niine, Tarvo
AU - Córdova, Miguel
AU - Cantoni, Franca
AU - Küttim, Merle
N1 - Publisher Copyright:
© HEAd 2022. All Rights Reserved.
PY - 2022
Y1 - 2022
N2 - MOOC landscape is evolving, also boosted by distance-learning necessity of recent health crises. Logistics is an interdisciplinary area across business processes and functions, engineering, global views and sustainability. As lifelong learning appears a new norm and it is difficult for HEIs to provide a programme with both sufficient focus on foundational skills as well as topical expertise, students and practitioners can turn to MOOCs for complementary instruction. This study presents a data collected from 198 logistics-Themed MOOCs across four major platforms (edX, Coursera, FutureLearn and Udemy) to evaluate the topical availability across main areas of direct logistics expertise. Regardless of relative abundance, the study suggests both thematic gaps and criticism of MOOC development priorities. The study allows to argue against feasibility of compiling a full online programme of MOOCs, lack of linkages and of coherent design. Within current paradigm, MOOCs shall remain complementary not a substitute to college programme experience.
AB - MOOC landscape is evolving, also boosted by distance-learning necessity of recent health crises. Logistics is an interdisciplinary area across business processes and functions, engineering, global views and sustainability. As lifelong learning appears a new norm and it is difficult for HEIs to provide a programme with both sufficient focus on foundational skills as well as topical expertise, students and practitioners can turn to MOOCs for complementary instruction. This study presents a data collected from 198 logistics-Themed MOOCs across four major platforms (edX, Coursera, FutureLearn and Udemy) to evaluate the topical availability across main areas of direct logistics expertise. Regardless of relative abundance, the study suggests both thematic gaps and criticism of MOOC development priorities. The study allows to argue against feasibility of compiling a full online programme of MOOCs, lack of linkages and of coherent design. Within current paradigm, MOOCs shall remain complementary not a substitute to college programme experience.
KW - Logistics knowledge areas
KW - MOOCs
KW - future of higher education
KW - lifelong learning.
KW - supply chain competences
UR - https://www.scopus.com/pages/publications/85136972361
U2 - 10.4995/HEAd22.2022.14650
DO - 10.4995/HEAd22.2022.14650
M3 - Conference contribution
AN - SCOPUS:85136972361
T3 - International Conference on Higher Education Advances
SP - 857
EP - 864
BT - HEAd 2022 - 8th International Conference on Higher Education Advances
PB - Universidad Politecnica de Valencia.
Y2 - 14 June 2022 through 17 June 2022
ER -