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 for learners. The need for these may not be evenly distributed, though. Some learners hardly ever avail themselves of these, don't require tuition and do very well studying on their own. Other learners require a lot of support for various reasons and probably have more than their 'fair' share of these services (i.e., more than they've actually paid for). And most are in the middle; they make use of them sometimes, depending on circumstances.

For distance education in particular, this first group, the confident, independent learners will probably cope well with MOOCs. They probably represent the 10% or so who complete MOOCs. Then there are some for whom no amount of support can help them through, either study isn't for them or this is the wrong time. But sitting in the middle is a substantial group who need varying levels of support to 'survive' a protracted course of study.

But that doesn't necessarily mean that universities shouldn't look at ways of reducing the cost of presentation. This highlights the dilemma for universities – many students may not think they need these services, but they are essential for ­long-​­term success. It's akin to a universal credit, such as a state pension. Some need it more than others, but if you remove the principle of all paying into it, then it becomes prohibitively expensive for those who do need it. So the question that MOOCs make both universities and students address ­is – ­how much do we value support? It's a profound question for the future direction of education.

The third and final issue we will consider relates to course design. As mentioned in Chapter 1, being open creates a number of ­different opportunities for pedagogy. There are many different possibilities and motivations for being open, and as mentioned