Design principles for MOOC platforms: a public sector perspective [Gestaltungsprinzipien für MOOC Plattformen: Eine Perspektive des öffentlichen Sektors]

Koddebusch, Michael; Halsbenning, Sebastian; Becker, Jörg

Zusammenfassung

Purpose – One impediment of e-government implementation is the lack of e-(government) competences among public officials, especially because foundational education programs fail to teach them. Therefore, this study suggests massive open online course (MOOC)-based continuous education. This study aims to design and evaluate a MOOC and MOOC platform for acquiring e-competence in the public sector and principles for such platforms to capture their inherent design knowledge. Design/methodology/approach – This study uses design science research incorporating qualitative and quantitative methods and draws on established patterns of formulating design principles (DPs). Findings – The core results are a physically instantiated MOOC platform and six DPs: DP of 1) easy access and easy use, 2) professional exchange, 3) protected space, 4) domain focus, 5) cooperation with higher education institutions and 6) promotion from higher government level. Research limitations/implications – This study contributes to e-government research by extending the design knowledge for the construction of domain-specific MOOC platforms. Moreover, the study contributes to platform economics by discussing existing theses and outlining new opportunities. The research also entails limitations, as the authors have solely considered MOOCs and neglected complimentary offers to sustain learning success. Practical implications – This study provides practitioners with design principles they can use in their efforts to construct education platforms for the public sector. Moreover, the study presents a working MOOC platform instantiating these DPs, and thus provides an exemplary reference. Social implications – Not fulfilling expectations regarding digital public services comes with a risk of decreasing trust in public organizations and the overall government. The results of this study contribute to enabling public officials fulfilling stakeholders’ expectations and generating public value. Originality/value – By linking e-government competence education with MOOC platform design, this research approximates an important research gap. Scholars previously investigated e-competences and focused on alone-standing MOOCs to convey those. The results of this study offer the potential to construct platforms to centralize such fragmented solutions, maximizing their impact among public officials.