Conole, G. G. (2013). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, (39).

MOOCs that are created using an existing course that is transferred to a MOOC format. 

transferMOOCs

MOOCs quality driven by the use of video and interactive material.

madeMOOCs

Have fixed start and end dates for work to be completed within.

synchMOOCs

Flexible assignment deadlines with no fixed start and end dates. Students complete work on their own time and at their own pace. 

asynchMOOCs

These MOOCs are dynamic and based on assessment of data frequently gathered on the course. The goal is to provide personal learning experiences for students. 

adaptiveMOOCs

These MOOCs utilize small, collaborative groups of students to drive the learning process. 

groupMOOCs

Encourage students to connect with their network of peers. 

connectivistMOOCs

Used to teach a much smaller group of students than the traditional massive open online course.

miniMOOCs

Conole (2013) argues that the common xMOOC/cMOOC dichotomy is too simplistic and doesn't capture the full diversity of MOOC formats in existence. She identifies additional MOOC types, including transferMOOCs, madeMOOCs, synchMOOCs, asynchMOOCs, adaptiveMOOCs, groupMOOCs, connectivistMOOCs, and miniMOOCs.

University of Georgia

Google

- Connectivist MOOCs (cMOOCs): highly social angle to learning. Values creative thinking, independence, and networking.

- AI-Stanford Like MOOCs(xMOOCs): based in individualistic "cognitive-behavioral approaches." Replication of knowledge.

In this review, they note that Rodriguez (who classified these MOOC categories) did not specify these definitions much further and at the time of this review, it remained a gap in the literature. 

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