Misrah Hamisah Mohamed and Michael Hammond
Massive open online courses (MOOCs) have often been divided between connectivist MOOCs and extended MOOCs (xMOOCs). Each form of MOOC proposes a distinctive view about knowledge…
Abstract
Purpose
Massive open online courses (MOOCs) have often been divided between connectivist MOOCs and extended MOOCs (xMOOCs). Each form of MOOC proposes a distinctive view about knowledge acquisition. However, the breakdown between the two MOOCs is too broad in practice, and a more fine-grained approach is needed. Thus, the purpose of this paper is to describe the organisational features of exemplar MOOCs and their differences.
Design/methodology/approach
The study observed the ten newly available MOOCs aimed at teachers of English as a second language and included examples from existing providers: NovoEd, Coursera, FutureLearn and Canvas. These MOOCs were analysed and compared using a matrix with three main focuses: pedagogical assumptions, content materials and assessment.
Findings
The findings revealed that all courses corresponded to the idea of an xMOOC in that they were run on a model of instructional design. However, the course materials varied in respect to media used, use of networking, discussion forums and degree of openness. In terms of assessment, all MOOCs used formative approaches, all had automated responses but only some had summative and peer assessment.
Originality/value
The study succeeded in showing the variation in courses, thus enabling the range of possibilities open to course designers and providers.