1. bookVolume 22 (2019): Issue 1 (July 2019)
Journal Details
License
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English
access type Open Access

A MOOC Taxonomy Based on Classification Schemes of MOOCs

Published Online: 24 Jan 2020
Volume & Issue: Volume 22 (2019) - Issue 1 (July 2019)
Page range: 85 - 103
Journal Details
License
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English
Abstract

In recent years there has been a significant growth in the number of online courses known as MOOCs available via online providers such as edX and Coursera. The result has been a marked reduction in the clarity around the different course offerings and this has created a need to reconsider the classification schemes for MOOCs to help inform potential participants. Many classifications have been proposed which cover the needs of academics and providers but may not be suitable for learners choosing a course. In this paper, the various classifications used by MOOC providers and aggregator services to categorise MOOCs in presenting information to prospective learners are gathered and analysed. As a result, 13 different categories are identified, which cover information provided to learners before entering a course. These categories are then compared and combined with classifications from the literature to create a taxonomy centred round eight terms: Massive (e.g. enrolments), Open (e.g. pre-requisites), Online (e.g. Timings), Assessment, Pedagogy (e.g. instructor-led), Quality (e.g. reviews), Delivery (e.g. educators), Subject (e.g. Syllabus). Thus, producing a taxonomy capable of categorising MOOCs from a wider perspective.

Keywords

1. Bansal, S. K., & Kagemann, S. (2015). Integrating big data: A semantic extract-transform-load framework. Computer, 48(3), 42-50. doi: 10.1109/MC.2015.7610.1109/MC.2015.76 Search in Google Scholar

2. Bozkurt, A., Keskin, N. O., & de Waard, I. (2016). Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open Praxis, 8(3), 203-221. Retrieved from https://eric.ed.gov/?id=EJ111255610.5944/openpraxis.8.3.287 Search in Google Scholar

3. Clark, D. (2013, April 16). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Plan B [Blog post]. Retrieved from http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs-taxonomy-of-8-types-of-mooc.html Search in Google Scholar

4. Conole, G. (2014). A new classification schema for MOOCs. The International Journal for Innovation and Quality in Learning, 2(3), 65-77. Retrieved from http://empower.eadtu.eu/images/fields-of-expertise/OERsMOOCs/INNOQUAL-Issue-3-Publication-Sep-2014-FINAL-w-cover.pdf#page=72 Search in Google Scholar

5. Conole, G. (2015). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 39. Retrieved from http://www.um.es/ead/red/39/conole.pdf Search in Google Scholar

6. Cormier, D. (2008, October 2). The CCK08 MOOC – Connectivism course, 1/4 Way. Dave’s Educational Blog [Blog post]. Retrieved from http://davecormier.com/edblog/2008/10/02/the-cck08-mooc-connectivism-course-14-way/ Search in Google Scholar

7. Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of interactive Media in education, 2012(3). http://doi.org/10.5334/2012-1810.5334/2012-18 Search in Google Scholar

8. Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate: Journal of Online Education, 5(1), A6. Retrieved from https://nsuworks.nova.edu/innovate/vol5/iss1/6 Search in Google Scholar

9. Ebben, M., & Murphy, J. S. (2014). Unpacking MOOC scholarly discourse: a review of nascent MOOC scholarship. Learning, Media and Technology, 39(3), 328-345. https://doi.org/10.1080/17439884.2013.87835210.1080/17439884.2013.878352 Search in Google Scholar

10. Ferguson, R., & Clow, D. (2015). Examining engagement: analysing learner subpopulations in massive open online courses (MOOCs). Proceedings of the 5th International Conference on Learning Analytics and Knowledge, 16–20 March 2015, Poughkeepsie, NY, USA, ACM, 51-58. http://dx.doi.org/doi:10.1145/2723576.272360610.1145/2723576.2723606 Search in Google Scholar

11. Hollands, F. M., & Tirthali, D. (2014). MOOCs: Expectations and Reality. Center for Benefit-Cost Studies of Education Teachers College, Columbia University. Retrieved from http://files.eric.ed.gov/fulltext/ED547237.pdf Search in Google Scholar

12. Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, 15(1). http://dx.doi.org/10.19173/irrodl.v15i1.165110.19173/irrodl.v15i1.1651 Search in Google Scholar

13. Jordan, K. (2015). MOOC Research Literature Browser. Retrieved from http://www.katyjordan.com/moocliterature Search in Google Scholar

14. Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227.10.19173/irrodl.v14i3.1455 Search in Google Scholar

15. Liyanagunawardena, T. R., Lundqvist, K. Ø., & Williams, S. A. (2015a). Who are with us: MOOC learners on a FutureLearn course. British Journal of Educational Technology, 46(3), 557-569.10.1111/bjet.12261 Search in Google Scholar

16. Liyanagunawardena, T. R., Lundqvist, K. Ø., & Williams, S. A. (2015b). Massive Open Online Courses and Economic Sustainability. European Journal of Open, Distance and e-Learning. 18(2). https://doi.org/10.1515/eurodl-2015-001510.1515/eurodl-2015-0015 Search in Google Scholar

17. Mohamed, M. H., & Hammond, M. (2017). MOOCs: A Differentiation by Pedagogy, Content and Assessment. International Journal of Information and Learning Technology, 35(1). http://doi.org/10.1108/IJILT-07-2017-006210.1108/IJILT-07-2017-0062 Search in Google Scholar

18. Pilli, O., & Admiraal, W. (2016). A taxonomy for Massive Open Online Courses. Contemporary Educational Technology, 7(3), 223-240. Retrieved from https://openaccess.leidenuniv.nl/bitstream/handle/1887/47088/Pilli_Admiraal2016.pdf10.30935/cedtech/6174 Search in Google Scholar

19. Rodriguez, C. O. (2012). MOOCs and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 15(2). Retrieved from http://www.eurodl.org/materials/contrib/2012/Rodriguez.pdf Search in Google Scholar

20. Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education – A white paper: JISC CETIS. Retrieved from https://publications.cetis.org.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf Search in Google Scholar

Recommended articles from Trend MD

Plan your remote conference with Sciendo