MOOCs have stimulated the debate on the digitalization of teaching and pose entirely new challenges to universities. In Germany, like in most European countries, the situation is of course fundamentally different from that in the United States, where students switch to MOOCs due to immense tuition fees. As the topic is of global relevance, in Germany, too, the potential benefits and problems of MOOCs have entered discussions on university policies. Moreover, it becomes apparent that the topic needs to be broadened to include OE and OER and accordingly attains strategic relevance for German universities, as they are increasingly required to develop strategies within the broader context of the digitalisation of higher education. Through the possibilities that digital media offer, aspects such as the enrichment of courses through online teaching, academic training, alumni activities, public relations, the role of libraries, as well as the heterogeneity of the student body receive new and greater relevance. Arguing from a pedagogical perspective, this paper will discuss which challenges, developments, and problems emerge for the various areas of learning and teaching. Furthermore, it will highlight and critically review the changing conditions and structures at universities.

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