MOOCs: searching for a viable business model

MOOCs: searching for a
viable Business Model
Yves Epelboin
Professor Emeritus
UPMC-Sorbonne-Universités, Paris
Yves.Epelboin@impmc.upmc.fr

Agenda
 MOOC or not MOOC?
 The real cost of a MOOC
 Cost efficiency of teaching: why to
invest in a MOOC?
 MOOCs in universities
 Conclusion
 MOOCs providers
EUNIS 2016 8-10 June 2016 Y.Epelboin

MOOCs: the alternative?
 The cost of Higher Education is becoming higher
and higher and all countries are looking for new
models.
 The European and US models cannot be
expanded anymore
 In less developed countries not enough
resources are available to build a full HE system

 Three alternatives:
 Increasing the level of tuition fees and leaving the
burden to the students and their families.
 Example of England but not accepted anywhere
 Decreasing the cost of education, which is mainly
manpower, i.e. teachers salaries.
 Increasing the ratio students/teacher

 Shortening Higher Education studies:
 See Tibor Navracsics (EU Commissioner for
Education, Culture, Youth and Sport) declaration
Brussels, December 2014

A digital approach as the
solution?
 Increasing the Higher Education efficiency:
 Decreasing the labor costs
 Possibility to sell and reuse the courses
 Possibility to use less qualified teachers
 Increasing the students/teachers ratio
 Increasing the « teaching » efficiency
 Flipped learning approach

Human resources
MOOC contents:
 Teachers
 Community managers
 MOOC development:
 Video specialists
 Web integrator and graphic artist
 Pedagogic instructor
 Project manager
A MOOC is a project
with many people,
which needs a
project manager

Workload to build a MOOC
Example: 6-8 weeks course:
 Course with Math equations, graphics and
pictures
 Course being used 3 times
 Three categories of human resources: teachers,
academic and technical support

Teachers work
Mission Course 1 Course 2 Course 3
Preparation 40 8 8
Writing docs 90 20 20
Writing
assessments
40 10 10
Video
recording
32 6 6
Project
organization
30 5 5
Animation 48 48 48
Total 520 hours

Pedagogic support
Pedagogic engineer 40 8 8
Project manager 60 12 12
Tests 60 12 12
Total 225 hours

Technical support
Video 32 6 6 Recording
Video 180-240 36-50 36-50 Editing
Texts 10 2 2 Formatting
Iconography 35 7 7 Variable
Integration 15 3 3 Platform
Meetings 10 2 2
Total 480 hours
Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

Financial cost
Mission Course 1 Course 2 Course 3 Total Euros
Teachers 15 000 5 200 5 200 25 400
Pedagogic
support
6 000 1 200 1 200 8 400
Technical
support
10 000 2 000 2 000 14 000
Salaries ≈ 48 000 €
Base:
Teachers: 75 k€/y, support teachers: 60 k€/y, tech: 47 k€/y
Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

Cost efficiency
Students
€
0
20000
40000
60000
80000
100000
120000
140000
160000
100 200 300 400 500 600 700 800 900 1000
Classic
MOOC
SPOC

Digital business models
 A pure MOOC is the less expensive solution:
 Above 200 – 300 students versus a classic
approach
 Interaction between teachers and students fully
reduced.
 A blended approach (MOOC + face-to-face ⋍
SPOC) is valid only above 600-700 students

Decreasing the cost of
teaching
 Using or reusing MOOCs to amortize the cost of
development of digital media
 A balance between face-to-face interaction and
personal work

Financial facts
 1 ECTS = 1 MOOC (30 hours of work)
 One year ≃ 60 MOOCs!
 In universities MOOCs are used as SPOCs:
 Approach of financial interest if more than 600-
700 students are using the course (in 3 years).
 Never valid for classes < 200 – 250 students =>
cost sharing among many universities

Possible Business plans
 Savings
 Large classes (mainly L1)
 Sharing costs: federation of universities for
smaller classes, mainly Masters or reusing
courses developed by others
 Manpower savings are more doubtful in
Research universities where academic are not
full time teachers.

Possible business plans
 Saving through MOOCs and SPOCs are doubtful
in Higher Education, unless universities unite.
 Justification in using and developing MOOCs and
SPOCs must be found elsewhere

Case # 1
EPFL (Switzerland) MOOCs@Africa
 Free access to MOOCs
 Certification: 30 €/ECTS, full cursus 8-12 ECTS followed
by a personal work (6-10 ECTS, 90€/ECTS)
 Exams in a partner center
 Partners: Coursera and edX

Case # 2
Gestion de Projets (Ecole Centrale Lille)
 Free MOOC
 Second part with one or two ECTS by payment (50 – 150
€) with different levels of examinations and options
 Various options for continuous education (490-690 €)
http://mooc.gestiondeprojet.pm/

MOOCs in Europe
 Decreasing the cost of education cannot justify
MOOCs & SPOCs
 ECTS exchange among universities remains
very limited thus aggregating universities to
assemble enough universities remains an
exception (Ex: the Bavarian Virtual University)

MOOCs in Europe
Objective MOOC SPOC Level Remark
1 Educational
transformation
option yes Bachelor
Minors
All B levels. Priority
larges groups
2 Remediation option yes Bachelor Failed modules
3 Entrance in
university
yes no High
School
Self evaluation and
initiation courses
4 Life long learning yes yes All levels

MOOCs in Europe
Objective MOOC SPOC Level Remark
5 Foreign students yes option All levels
6 Knowledge
sharing
yes option All levels Excellence
7 Recruiting
students
yes option All levels
Business plans must be justified by a political
willingness
to change the pedagogy and communicationEUNIS 2016 8-10 June 2016 Y.Epelboin

MOOCs in US
Tuition fees at an
inacceptable level:
 Up to 10 000 $ in
public universities
 40 000 – 60 000 $ in
private universities
Le Monde 26/04/2015

Case # 1
Arizona State University (ASU)
 Universities consortium
 First year through MOOCs for less than 6000$
 Payment at the end
 Participation of edX

Case # 2
Urbana Champaign university
 eMBA for 20 000$
1. First, selected Coursera specializations
2. Agreement of curriculum by Urbana
3. Finish as official MBA degree
Pay if success only!

Case # 3 The MIT Model
Free MOOCs can only be a by-
product of SPOCs and blended
learning.
First semester of Master Supply
chain as MOOC with EdX, second
semester on campus.

Case #4: University of
Illinois
« An accredited Masters program at an
accessible cost
Start by enrolling in any course or Specialization in
the sequence, and upgrade to the full accredited
program whenever you’re ready to apply. At $600
per credit-hour, the MCS-DS only costs $19,200 in
tuition for the complete 32 credit-hour degree. »
With Coursera

Continuous education
The only field, with distance learning, where
teaching is being fully revolutionized.
 Use and reuse of the same courses for massive
numbers of students
 Optimization of absences for studies
 Possibilities to charge for education
Will the universities participate to this transformation?

MOOCs in Europe
http://openeducationeuropa.eu/es/open_education_scoreboard

In Europe
 No real models for the « big » providers
 Futurelearn: charity?
 FUN: funding by universities and state?
 MiriadaX: South America Market?
 Iversity: ECTS broker?
 EU in Brussels: only a hub

Europe: continuous
education
 Numerous start-ups with models similar to
Udacity
 Revolutionizing the business of continuous
education
 Oriented towards courses directly linked to
employment
 Universities?
 Really involved in continuous education?
 No general rules for ECTS exchange.EUNIS 2016 8-10 June 2016 Y.Epelboin

A possible direction
 Freemium: minimum services for free
 With payment: payment for each additional
service
 Exercises and assessments (Coursera)
 Group tutoring
 Individual tutoring or small groups,
videoconferencing…

An emerging business
model
 Free access to documents (similar to Coursera)
or for a low fee (freemium)
 Different levels of services for increasing fees
 Quizzes and home work
 Group tutoring
 Personal tutoring and video exchanges
 Universities?

Searching for a business
model
 Not yet established for HE institutions
 Slow movement to introduce MOOCs in curricula
 No real thread for universities, at least at Master
and Doctorate levels.
 Fast transformation of continuous education
 A possible source of revenues for HE
 A big market for a new generation of
entrepreneurs

Two providers categories
 MOOCs Editors: act as the editors of books
written by authors:
 Coursera and EdX in the US
 Futurelearn, FUN, Iversity in Europe
 MOOCs developers and providers:
 Ex: Udacity, Udemy (US), MiriadaX (Spain),
OpenClassrooms (France)…

Shah D. (2016) https://www.class-central.com/report/moocs-2015-stats/

Coursera
 A partnership with universities
 Blurring the distinction between university grades
and free MOOCs
 Courses developed by universities
 Certificates and bundles payed to Coursera
 Additional fees to transform courses into grades

Coursera: an evolving BM
 Revenues generated through selling different
levels of certifications
 Free access now limited to documents for most
MOOCs
 Certifications between from 10 – 100 $
 Specializations 250-500 $

Udacity BM
 S. Thrun: « No money to make with universities »
 Thought for continuous education
 Courses on demand for companies
 Courses for self development and employment

MOOCs: searching for a viable business model

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