One advantage of Massive Open Online Courses (MOOCs) from providers such as edX Coursera and FutureLearn is the improved learner access to an international network of experts. MOOCs however are not without their challenges and may provide disruptive innovation for higher education (Flynn 2013). Low completion and student retention rates combine with the need to authenticate the assessment of work in order to appropriately assign academic credit (Bowen 2013; Khalil & Ebner 2014). This paper details the methodology of embedding a MOOC to adapt the teaching pedagogy used in a standard on-campus-delivered SCQF level 10 module. The innovative development is detailed and resulted in a higher education partnership between Scotland and the Netherlands.
