Abstract
Massive Open Online Courses (MOOCs) have been considered disruptive innovative service that potentially pose threats to traditional higher education. However, few people carefully consider how MOOCs services support and co-create values for post-secondary institutes, on-campus students, and working professions from the perspective of value co-creation and service system. Through the analysis of in-depth interviews of nine cases, five qualitative categories of perceived values with structural hierarchy were profiled and analyzed: (1) learning new knowledge, skills, and perspectives, (2) verifying learning process using certificates, (3) supporting on-campus learning and teaching, (4) solving real-world problems at work, and (5) co-learning with world-wide learners. Implications will be presented and discussed in the paper.