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 whereas others are more instructivist and individual paced
 * Ethical arguments for ­openness – t­he democratisation of learning has been made as an ethical argument for MOOCs, but less on openness itself
 * Openness as efficient model – a­ part from some cMOOCs, MOOCs are not usually developed in the open; instead they tend to be developed as proprietary products from within universities

This is not to discount the impact that companies such as Udacity and Coursera have had. They have raised the profile of elearning and open education considerably and innovated on technological fronts at a much more rapid pace than universities manage. The presence of commercial interests in the field can create a healthy mix of competition, innovation and different perspectives. For learners who are studying free courses the reservations universities and academics have regarding MOOCs may seem like an inevitable case of turkeys not voting for Christmas. However, it would be to the detriment of learners in the long term if one MOOC platform came to dominate or if, having undermined many higher education establishments, MOOCs then began to charge for courses.

Part of the reluctance (or resentment even) regarding MOOCs has been less focused on the actual concept or the providers, but rather as a reaction to the hyperbole and media flurry that has accompanied them. It is important to separate these two aspects out as the inevitable backlash sets in. This is in response to the exaggerated promise made for MOOCs rather than the more nuanced reality they may offer. Examining the nature of this narrative will reveal much regarding the battle for open, and this is the subject of the next chapter.