- Creation took longer than expected.

- Troubleshooting and monitoring forums was a major time commitment for TA's.

- The breadth of diversity and experiences of students added to the instructor's experience engaging with the students. This process was time consuming yet enjoyable.

University of Michigan - Ann Arbor

- Most research occurs from the experience of the students
- There is a gap in terms of the experience of instructors or operators/facilitators
- There is missing information in terms of how disputes between participants are dealt with, particularly aggressive behavior that discourages participation from bystanding learners. 
- Cultural differences/tensions of participants remains a gap.
- Data on blogs, social media sites, and Twitter remains unexplored.
- Ethical considerations of MOOC user data could be further fleshed out.
- MOOC learning in developing countries
- Strategies of successful students
- Completion rates as opposed to dropout rates
- Specific motivations that drive students through MOOCs
- Recognition/accreditation for MOOCs
- Validating assessments of MOOC participants 

Gaps in the MOOC Literature

Belanger, Yvonne; & Thornton, Jessica (2013). Bioelectricity: A Quantitative Approach Duke University’s First MOOC. Retrieved from https://hdl.handle.net/10161/6216.

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