San Jose State University

Stands for massive open online courses. They are online courses created with the goal of enabling massive (near unlimited) participation. Often incorporate prerecorded lectures, interactive lessons and user forums. 

MOOCs

- Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning

- Using cognitive load theory to structure computer-based learning including MOOCs

- MOOCs: A Systematic Study of the Published Literature 2008-2012

- MOOC-based flipped learning in higher education: students’ participation, experience and learning performance

- Effectiveness of Integrating MOOCs in traditionally taught courses

- Social Presence Antecedents and Consequences in MOOCs

- Design for Social Presence in Online Communities

- The Social Psychology of Telecommunications

- Integrating Website Usability with the Electronic Commerce Acceptance Model

- The Influence of Social Presence on Consumers' Perceptions of the Interactivity of Websites

- Examining the Impact of Video Feedback on Instructor Social Presence in Blended Courses 

- MOOCs and the Funnel of Participation

- SWOT Analysis of MOOCs

- Hopes and Worries about Implementing MOOCs

References about MOOCs

MOOCs are often combined with traditional teaching methods to create different blended learning environments.

MOOCs in blended learning

- The term "MOOC" was first used in 2008 in reference to an online course called “Connectivism and Connective Knowledge” by the University of Manitoba (Canada). Since, MOOC was considered "the educational buzzword of 2012" and has been inundated with commercial perspectives. The issue with past research regarding MOOCs is that much of the "research" has been intended as promotional material.

- The movement for open course ware can be linked to 2001 with the Massachusetts Institute of Technology's OpenCourseWare platform. This allowed for course material to exist permanently on the internet with respective permissions for re-use and distribution. Other notable early MOOC projects include the Open University of UK and Open Learning Initiative by Carnegie Mellon University. 

- Currently, many MOOC platforms operate via partnerships between top universities. Prime examples of this are Coursera, edX, and Udacity. 

- Recognized academic research on MOOCs began to appear in 2008. 

Origins of MOOCs

This literature review of MOOC scholarship from 2008-2012 identifies eight themes that are stated as the following:

- Trends
- Technology
- Pedagogies
- Learner Experience
- Dangers
- Actor Network Theory
- Connectivism
- Agency

Consistent Themes Found Within MOOC Literature

- 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

- course structure
- instructional type
- subject matter
- content delivery
- communication channels

MOOC Design

- learning
- feedback
- participation
- attitude
- preexisting knowledge
- social presence
- teaching presence
- motivation

MOOC Student Experience

MOOCS in the Classroom

Conole (2013) proposes 12 dimensions that can be used in evaluating MOOCs and in designing them. 

12 Dimensions of MOOCs

- course structure
- instructional type
- content delivery
- social channels

Ulrich, C., & Nedelcu, A. (2015, May 22). MOOCs in Our University: Hopes and Worries. https://doi.org/10.1016/j.sbspro.2015.02.304

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