This paper examines how MOOCs (Massive Open Online Courses) can transform various aspects of higher education in Japan, including curricula, educational methods, and qualification systems, in response to learners' needs. The author conducted an online survey to explore these potential impacts and gathered information about learners' motivations and ideas for future education.

MOOCs have been discussed in Japan as a tool for distance education resources and a strategic instrument for internationalising universities since around 2010. Since 2020, board members of the Japan Massive Open Online Education Promotion Council (JMOOC) have been moving to establish a credentialing framework known as micro-credentials, although Japan is lagging behind MOOC-advanced countries such as the United States and the United Kingdom. In this regard, MOOCs could become a new teaching tool that governs pedagogical communication in the digital era. Research on MOOCs in Japan thus far has been premised on the knowledge transmission model of modern education, where learners achieve established, teacher-oriented learning goals. Conversely, this paper focuses on identifying learners’ needs, especially those facing challenges in accessing higher education.

With that in mind, the author conducted an online survey to collect open-ended responses for qualitative analysis. The questionnaire targeted individuals who had previously participated in “UTokyo MOOCs,” which are provided by the University of Tokyo. The survey was automatically translated into over 50 languages using Google Translate, and the author requested that respondents answer open-ended questions in their preferred languages. Invitations to answer the questionnaire were distributed through the mass mailing system associated with Coursera and edX, platforms the University of Tokyo has used since 2013. From January 10-14, 757 responses were collected, representing respondents from 103 countries. Using the World Bank's classification of countries by income and regions alongside closed-ended questions as variants, the author analyses how learners position their activities and the future of formal and non-formal education.

Respondents who use MOOCs entirely online are not the majority, and the courses are often incorporated into face-to-face activities. This indicates that the dichotomy between face-to-face and online education is outdated. Still, Japanese educational law restricts the number of online and on-demand lecture units. The survey results suggest that Japanese universities need to further consider changing their structures and curricula to include both elements simultaneously. That is, they should learn the media mix strategies of overseas universities and contribute to society by providing educational opportunities to those in complicated learning situations. Moreover, some respondents view learning activities as extending beyond national curricula, and such inclusion would enable Japanese universities to demonstrate individuality in the international higher education market. Based on this survey, the author will explore the possibility that MOOCs may become a “common” in the realm of international public goods.

Keywords: Higher Education, Massive Open Online Courses, Learner's Needs, Media Mix Strategy.