This paper aims to assist the New Zealand Ministry of Education, the Tertiary Education Commission and other decision-makers in the tertiary education sector to gain a better understanding of the newer technology-enabled delivery models. It will also allow them to consider the impacts and the implications of them on learners, employers, tertiary education institutions and government. The paper uses the example of Massive Open Online Courses (MOOCs) and their associated trends, opportunities and challenges as a case study to illustrate these impacts and implications. It is a discussion paper and does not seek to make recommendations but rather provides a basis for wider debate and consideration about the place of technology-supported delivery models in the tertiary education system and its associated sub-sectors.

The paper is informed by a desk-top literature scan, selected interviews focused on tertiary sector e-learning experts, and developments in the United States (where most of the MOOC activity is taking place). It proposes a number of questions that the New Zealand government and institutions need to consider about technology-enabled learning and MOOCs to support more effective institutional operations (including teaching and learning environments). These questions are: What will tertiary education delivery look like in 2030? What kinds of opportunities and challenges do technological developments, including MOOCs, present to the current policy, regulatory and operational arrangements for tertiary teaching and learning in New Zealand? How can New Zealand make the most of the opportunities and manage any associated risks and challenges?

Keywords

case study · delivery system · distance learning · e-learning · flexible delivery · higher education · OER policy · OER research · online learning · open learning · policy formation · technological change · tertiary education