Exploring the Factors Influencing Massive Open Online Courses Development: A Qualitative Study of E-Learning Experts’ Perspectives on Iranian Universities of Medical Sciences

Massive Open Online Courses (MOOCs) have had an increasing trend globally during the last two decades. They are emerging as flexible and complementary tools in open education. Nevertheless, their development demands substantial resources, and challenges persist in effectively involving faculty. This study aimed to explore the factors influencing MOOCs development based on e-learning experts’ perspectives within the Iranian universities of medical sciences. This qualitative research was conducted in 2022 using the content analysis method. Purposeful sampling was used to select experts authorized in e-learning within Iranian medical sciences universities with at least two years of experience. Sampling continued until data saturation (n: 15). Data was collected using a semi-structured interview administered through online written approaches. Thematic analysis techniques were applied, involving the identification of codes. The data was analyzed at the level of open coding (items), axial coding (components), and selective coding (concepts) in a round-trip process. Thematic analysis resulted in 28 codes, 12 themes, and 4 categories. Influential factors on MOOCs development and engagement included: 1) structural factors (rules/regulations, clarity, structure); 2) human resources (empowerment, support, attitude, motivation); 3) cultural factors (symbols, unity); and 4) political factors (equity, participation, and negotiation, profit). The development of successful MOOCs programs encompasses various factors, including cultural, human resource, political, and structural elements to empower and actively engage faculty members in MOOCs. Restructuring may be required regarding the multivariable changes to consider open, online education as a part of innovative educational pathways in universities.