Course Lessons
part 1 - What are MOOCs?
Massive Open Online Courses (MOOCs) are large-scale online courses designed to provide learning opportunities to a global audience. While many are offered at no charge, there have been some options provided by for-profit companies. They offer flexible learning environments and have gained traction in higher education due to their scalability and accessibility. The term “open” in MOOCS can mean various things —some courses are open in terms of accessibility (allowing anyone to enroll), while others provide open content and resources (Kennedy, 2014).
Kennedy (2014) defines MOOCs as courses that are "open to anyone with an internet connection and designed for large-scale participation” (p.2), increasing the potential community that takes part. MOOCs challenge traditional learning models by removing geographic and financial barriers. Many also focus on Global Learning, and the diversity that this provides for the community that forms in the MOOC.
Types of MOOCs
cMOOCs (Connectivist MOOCs): These courses emphasize networked learning, where learners actively construct knowledge through collaboration and engagement with peers. According to Kennedy (2014), "cMOOCs are designed to be decentralized, promoting learner autonomy and engagement through open discussions and shared resources" (p. 5).
xMOOCs (Extended MOOCs): These are structured, instructor-led courses that resemble traditional classroom settings but are delivered online. They focus on video lectures, quizzes, and automated assessments. Knox (2018) explains that xMOOCs "tend to follow a linear progression, where students engage with pre-recorded content and standardized assessments rather than open-ended discussions" (p. 12).
While both formats provide access to learning, they differ in terms of interaction, with cMOOCs fostering collaboration and xMOOCs relying more on structured content delivery.
Examples of MOOCs
Several platforms have become prominent providers of MOOCs, offering diverse subjects and learning formats:
Coursera – Partnered with universities worldwide to offer courses with optional certificates.
edX – Provides courses from institutions like Harvard and MIT, with an emphasis on academic rigor.
Udacity – Focuses on technology-related fields, offering "Nanodegree" programs that emphasize job readiness.
FutureLearn – Features a mix of short courses, microcredentials, and online degrees from universities and organizations.
MOOCs continue to evolve, shaping modern education by offering new ways to engage with content. As Knox (2018) states, "MOOCs reflect broader shifts in education, where learning is increasingly mediated by digital platforms and shaped by data-driven algorithms" (p. 14).
PART 2 - VIDEo
While MOOCs have expanded access to education on a global scale, they are not without their limitations and criticisms. Scholars and educators have identified several key challenges associated with MOOCs, including high dropout rates, lack of learner engagement, and pedagogical limitations.
High Dropout Rates
One of the most frequently cited criticisms of MOOCs is their high dropout rate. While MOOCs attract large numbers of participants, the vast majority do not complete the courses. Studies have found that xMOOCs tend to have significantly higher dropout rates (85%) compared to cMOOCs (40%) (Rodriguez, 2012). This suggests that the pedagogical model of xMOOCs, which is often structured around pre-recorded lectures and automated assessments, may not effectively engage students in the same way as traditional classroom settings or even more interactive cMOOCs.
Barriers to Learning and Participation
MOOCs present unique challenges for learners, particularly in areas such as digital literacy, language barriers, and time constraints. A study by Kop et al. (2011) found that technology skills, language proficiency, and difficulties in forming social connections were significant barriers to success in MOOCs. For non-native English speakers, courses that rely heavily on video lectures and discussion forums in English may present additional obstacles to comprehension and participation. Similarly, the lack of structured support and instructor feedback can leave some learners feeling isolated, contributing to high dropout rates.
Pedagogical Limitations
The structure of MOOCs often relies on a cognitive-behaviorist approach, particularly in xMOOCs, where learning is primarily passive, centered around watching videos and completing quizzes. Critics argue that this model fails to engage learners in deep, meaningful learning experiences. In contrast, cMOOCs, which emphasize connectivist principles, require high levels of learner autonomy and self-motivation, which can be challenging for those accustomed to more structured learning environments.
Moreover, as Saba (2013) notes, MOOCs suffer from the same one-way communication problems that have historically plagued mass teaching methods, such as radio and television-based education. This lack of interactivity can reduce learner engagement and limit the effectiveness of MOOCs as a tool for deeper learning.
Equity and Accessibility Concerns
Although MOOCs are often promoted as a means of democratizing education, critics argue that they may actually reinforce existing inequalities. Learners from well-resourced backgrounds are more likely to have the necessary digital literacy, reliable internet access, and self-directed learning skills to succeed in MOOCs, whereas disadvantaged students may struggle with these requirements. Kop (2011) highlights that novice learners often need additional guidance and structured support, which many MOOCs fail to provide.
While MOOCs have undoubtedly broadened access to educational opportunities, they are not a one-size-fits-all solution. Their effectiveness is often limited by high dropout rates, barriers to participation, and pedagogical shortcomings. Moving forward, improvements in instructional design, learner support mechanisms, and hybrid models that combine online and in-person elements may help address some of these challenges and enhance the overall learning experience in MOOCs.