Massive Open Online Course


MassiveOpen Online Course (MOOC)

MassiveOpen Online Courses is a modern method of interactive learning thathas gained impetus in the modern world where time and location limitslearners in accessing education from their preferred institutions andcourses(Adamopoulos, 2013).This new darling model of distance learning helps to bring togetherlearners and tutors into an interactive learning platform through theinternet(Yuan and Stephen, 2013).The aim of the MOOCs is to facilitate large-scale interactiveparticipative learning via the internet. Instructors interact andconduct learning activities through discussion platforms. Accordingto Littlejohn (2013), MOOC does not require any great pre-requisitequalifications, preparations or pre-defined nature of learningparticipation.

MOOCmeans a learning approach based on connnectivism and connectingknowledge. Connectivisms in MOOC seek to enhance distribution ofknowledge across the web and student interaction to enhance learningrather than the instructor transferring bodies of knowledge tolearners(Bell, 2011).Littlejohn (2013) observes that learning in MOOC is open in nature,learner-defined and non-hierarchical instructors and learnersinteract freely as they share knowledge(Harvey and Glinsky et al. 2014).There are various versions of MOOCs that have emerged with distinctpedagogy approach(Steve, 2013).While the original form of MOOC was pegged on connectivism, the newMOOCs approach takes new pedagogical forms such as the xMOOCs that ispurely based on ‘instructivism’ learning approach. Instructivism(xMOOCs) pedagogy focuses its learning goals based on instructor’sperspective and learning channels defined by environment and learners(Bozkurt, Akgun-Ozbek, Onrat-Yilmazer et al., 2015).Littlejohn (2013, p3), observed that xMOOCs is largely defined byfactors such as limited time for students’ interaction.

Althoughthere are various learning approaches for MOOCs learning, all MOOCsenhance unlimited and open access to participatory learning viainternet. The future of MOOCs is promising based on the fact thatmost MOOC have limited regulatory challenges from government andeducational bodies(Iiyoshi, Kumar and Vijay, 2008).Massive Open Online learning is the next frontier in enhacingdistance learning (Waldrop,2013).


AdamopoulosP. (2013). &quotWhat Makes a Great MOOC? An InterdisciplinaryAnalysis of Student Retention in Online Courses&quot, ICIS2013 Proceedings(2013) pp.&nbsp1–21

Bell,Frances (2011). &quotConnectivism:Its Place in Theory-Informed Research and Innovation inTechnology-Enabled Learning&quot,International Review of Research in Open and Distance Learning,Volume 12, Number 3, 2011, Retrieved 18 August 2015.

Bozkurt,A., Akgun-Ozbek, E., Onrat-Yilmazer, S., Erdogdu, E., Ucar, H.,Guler, E., Sezgin, S., Karadeniz, A., Sen, N., Goksel-Canbek, N.,Dincer, G. D., Ari, S.,&amp Aydin, C. H. (2015). Trends in DistanceEducation Research: A Content Analysis of Journals 2009-2013.International Review of Research in Open and Distributed Learning,16(1), 330-363. Accessed from

Harvey,L.H. Glinsky, J.V. et al. (December 2014). &quotA for teaching physiotherapy students andphysiotherapists about spinal cord injuries&quot(PDF). SpinalCord52:911–918.

Iiyoshi,Toru Kumar, M. S. Vijay (2008). Openingup Education: The Collective Advancement of Education through OpenTechnology, Open Content, and Open Knowledge.MIT Press.

Littlejohn,A. and Pegler, C. (Eds) (2014) ReusingOpen Resources: learning in open networks for work, life andeducationRoutledge: New York

SteveKolowich (21 February 2013). &quotCompetingMOOC Providers Expand into New Territory—and Each Other`s&quot(blog by expert journalist). TheChronicle of Higher Education.Retrieved 18August2015.

RobertZemsky, (2014). &quotWith a MOOC MOOC here and a MOOC MOOC there,here a MOOC, there a MOOC, everywhere a MOOC MOOC,&quot Journalof General Education(2014) 63#4 pp. 237-243

Yuan,Li, and Stephen Powell (2013). MOOCs and Open Education: Implicationsfor Higher Education White Paper. University of Bolton: CETIS.

Waldrop,M. Mitchell Nature magazine (13 March 2013). &quotMassiveOpen Online Courses, aka MOOCs, Transform Higher Education andScience.&quotScientificAmerican.Accessed 18August 2015.

Massive Open Online Course


MassiveOpen Online Course

MassiveOpen Online Course

MassiveOpen Online Course or MOOC as it is simply known is a new aspect indistance education which breaks beyond the traditional educationphilosophy by bringing together for the very first time onlineeducation, high quality Ivy League providers, and the easy accessmode for participants. Technology has made it possible for MOOC toachieve its goal of making education open and accessible toparticipants without necessarily being centered on the traditionalinstructional methods (Allen &amp Seaman, 2013). The differenttechnologies in particular the video lectures are made available tolearners any time any place. Some programs allow students to accessinformation freely even without being registered members of aparticular university even though some restrict course materials toregistered students (Kop, Fournier &amp Mak, 2011).

Theinternet has enabled learners to access wide range of materials asMOOC provides diversified resources and links to a single topicallowing learners to explore a topic in different perspectives ofauthors (DeBoer et al., 2014 Rodriguez, 2012 Rodriguez, 2013). Inaddition, the program enables for open discussions either throughchat forums or even video chats among learners and instructors whichgive them a better understanding of course content (Martin, 2012).

TheMOOCs online video is a useful tool as it allows learners to useefficient approach to knowledge gain. Zemsky (2014) suggests thatlearners feel comfortable with MOOC due to the help that the videoprovides to them in their learning experiences. When learners latercome into a real classroom, they have a lot of knowledge, questionsand insights that they share with others (Kizilcec, Piech &ampSchneider, 2013). They are able to offer their critique to variousarguments and acquire the desired understanding. Teachers helplearners through MOOC program to efficiently acquire knowledge whichwould not be easy in the traditional learning environment (Gaebel,2014 Fini, 2009). Hence, MOOCs have become very popular amonglearners and instructors in the current education field.


Allen,I. E., &amp Seaman, J. (2013). Changing Ten Years of Tracking Online Education in the United States.Sloan Consortium. PO Box 1238, Newburyport, MA 01950.

DeBoer,J., Ho, A. D., Stump, G. S., &amp Breslow, L. (2014). Changing“Course” Reconceptualizing Educational Variables for Massive OpenOnline Courses. EducationalResearcher,0013189X14523038.

Fini,A. (2009). The technological dimension of a massive open onlinecourse: The case of the CCK08 course tools. TheInternational Review of Research in Open and Distributed Learning,10(5).

Gaebel,M. (2014). MOOCs:Massive open online courses.EUA.

Kizilcec,R. F., Piech, C., &amp Schneider, E. (2013, April). Deconstructingdisengagement: analyzing learner subpopulations in massive openonline courses. In Proceedingsof the third international conference on learning analytics andknowledge(pp. 170-179). ACM.

Kop,R., Fournier, H., &amp Mak, J. S. F. (2011). A pedagogy of abundanceor a pedagogy to support human beings? Participant support on massiveopen online courses. TheInternational Review Of Research In Open And Distributed Learning,12(7),74-93.

Martin,F. G. (2012). Will massive open online courses change how we teach?Communicationsof the ACM,55(8),26-28.

Rodriguez,C. O. (2012). MOOCs and the AI-Stanford Like Courses: Two Successfuland Distinct Course Formats for s. EuropeanJournal of Open, Distance and E-Learning.

Rodriguez,O. (2013). The concept of openness behind c and x-MOOCs (Massive OpenOnline Courses). OpenPraxis,5(1),67-73.

Zemsky,R. (2014). &quotWith a MOOC MOOC here and a MOOC MOOC there, here aMOOC, there a MOOC, everywhere a MOOC MOOC,&quot Journalof General Education,63(4), pp. 237-243.