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https://www.coursera.org/learn/build-a-computer
Build a Modern Computer from First Principles: From Nand to Tetris (Project-Centered Course)
2021-06-13
None
<div><div><h3>TOP REVIEWS FROM BUILD A MODERN COMPUTER FROM FIRST PRINCIPLES: FROM NAND TO TETRIS (PROJECT-CENTERED COURSE)</h3><div><p>by AIJun 13, 2021</p><p>Undeniably one of the best computer science courses. The advertising isn't false! This course permanently changed my perspective on hardware and software along with the relationship between the two...</p></div><div><p>by PKJan 26, 2019</p><p>This was just a wonderful course - exciting, challenging, well organized, and a ton of fun. I really enjoyed every week of it and will recommend it to friends. Thanks so much to Shimon and Noam!</p></div><div><p>by BDSep 7, 2016</p><p>Fantastic. Quite difficult for me, but I learned the material along the way. Fantastic way to train yourself to think logically and parsimoniously. And the computer knowledge is invaluable.</p></div><div><p>by MKAug 12, 2022</p><p>Coming from a high level programming backgroun with a degree in games programming, this course was amazing to fill in the gaps in my knowledge, and solidify low level computer science fundamentals.</p></div><p><a href="/learn/build-a-computer/reviews">View all reviews</a></p></div>||||I|||| Explore
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 Build a Modern Computer from First Principles: From Nand to Tetris (Project-Centered Course)

 * 4.9
 stars
 3,318 ratings
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 * 97%
 Shimon Schocken +1 more instructor
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 Enroll for Free
 Starts Feb 22

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 Build a Modern Computer from First Principles: From Nand to Tetris (Project-Centered Course)

 Hebrew University of Jerusalem
 Enroll for Free
 Starts Feb 22
 * About
 * Instructors
 * Syllabus
 * Reviews
 * Enrollment Options
 * FAQ

 About this Course

 126,868 recent views

 What you’ll achieve:

 In this project-centered course* you will build a modern computer system, from the ground up. We’ll divide this fascinating journey into six hands-on projects that will take you from constructing elementary logic gates all the way through creating a fully functioning general purpose computer. In the process, you will learn - in the most direct and constructive way - how computers work, and how they are designed.
 
 What you’ll need:
 This is a self-contained course: all the knowledge necessary to succeed in the course and build the computer system will be given as part of the learning experience. Therefore, we assume no previous computer science or engineering knowledge, and all learners are welcome aboard. You will need no physical materials, since you will build the computer on your own PC, using a software-based hardware simulator, just like real computers are designed by computer engineers in the field. The hardware simulator, as well as other software tools, will be supplied freely after you enroll in the course.
 
 Course format:
 The course consists of six modules, each comprising a series of video lectures, and a project. You will need about 2-3 hours to watch each module's lectures, and about 5-10 hours to complete each one of the six projects. The course can be completed in six weeks, but you are welcome to take it at your own pace. You can watch a TED talk about this course by Googling "nand2tetris TED talk".
 
 *About Project-Centered Courses: Project-centered courses are designed to help you complete a personally meaningful real-world project, with your instructor and a community of learners with similar goals providing guidance and suggestions along the way. By actively applying new concepts as you learn, you’ll master the course content more efficiently; you’ll also get a head start on using the skills you gain to make positive changes in your life and career. When you complete the course, you’ll have a finished project that you’ll be proud to use and share.

 Flexible deadlines
 Reset deadlines in accordance to your schedule.
 Shareable Certificate
 Earn a Certificate upon completion
 100% online
 Start instantly and learn at your own schedule.
 Coursera Labs
 Includes hands on learning projects.
 Learn more about Coursera Labs
 Approx. 44 hours to complete
 English
 Subtitles: Arabic, French, Portuguese (European), Italian, Vietnamese, German, Russian, English, Hebrew, Spanish

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 Skills you will gain

 * Logic Gate
 * Computer Architecture
 * Assembly Languages
 * Hardware Description Language (HDL)
 Flexible deadlines
 Reset deadlines in accordance to your schedule.
 Shareable Certificate
 Earn a Certificate upon completion
 100% online
 Start instantly and learn at your own schedule.
 Coursera Labs
 Includes hands on learning projects.
 Learn more about Coursera Labs
 Approx. 44 hours to complete
 English
 Subtitles: Arabic, French, Portuguese (European), Italian, Vietnamese, German, Russian, English, Hebrew, Spanish

 Could your company benefit from training employees on in-demand skills?

 Try Coursera for Business

 Instructors

 Instructor rating
 4.89/5 (672 Ratings)

 Shimon Schocken

 Top Instructor

 Professor
 Computer Science
 187,652 Learners
 2 Courses

 Noam Nisan

 Top Instructor

 Professor
 Computer Science and Engineering
 168,069 Learners
 1 Course

 Offered by

 Hebrew University of Jerusalem

 Ranked among the top academic and research institutions worldwide, the Hebrew University of Jerusalem is Israel's leading university and premier research institution. Serving 23,000 students from 70 countries, the Hebrew University produces a third of Israel’s civilian research and is ranked 12th worldwide in biotechnology patent filings and commercial development. The Hebrew University was founded in 1918 by visionaries including Albert Einstein, Sigmund Freud, Martin Buber and Chaim Weizmann. It is located on three campuses in Jerusalem and a fourth in Rehovot. Visit the website at http://new.huji.ac.il/en. Join our online learners community at https://www.facebook.com/groups/hujimooc/.

 * 1
 * 2
 * 3

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 Syllabus - What you will learn from this course

 Content Rating 97 % (17,581 ratings)
 Week
 1
 Week 1
 1 hour to complete

 Introduction

 Course introduction and overview, the roles of abstraction and implementation in systems design, the road ahead.

 1 hour to complete
 5 videos (Total 27 min) , 1 reading , 1 quiz
 See All
 5 videos
 Unit 0.0: Introduction 1m
 Unit 0.1: The Road Ahead 10m
 Unit 0.2: From Nand to Hack 7m
 Unit 0.3: From Hack to Tetris 3m
 Unit 0.4: Project 0 Overview 3m
 1 reading
 Module 0: Introduction Roadmap 10m
 7 hours to complete

 Boolean Functions and Gate Logic

 We will start with a brief introduction of Boolean algebra, and learn how Boolean functions can be physically implemented using logic gates. We will then learn how to specify gates and chips using a Hardware Description Language (HDL), and how to simulate the behaviour of the resulting chip specifications using a hardware simulator. This background will set the stage for Project 1, in which you will build, simulate, and test 15 elementary logic gates. The chipset that you will build this module will be later used to construct the computer's Arithmetic Logic Unit (ALU) and memory system. This will be done in modules 2 and 3, respectively.

 7 hours to complete
 8 videos (Total 128 min) , 1 reading , 1 quiz
 See All
 8 videos
 Unit 1.1: Boolean Logic 12m
 Unit 1.2: Boolean Functions Synthesis 9m
 Unit 1.3: Logic Gates 10m
 Unit 1.4: Hardware Description Language 18m
 Unit 1.5: Hardware Simulation 33m
 Unit 1.6: Multi-Bit Buses 8m
 Unit 1.7: Project 1 Overview 24m
 Unit 1.8: Perspectives 9m
 1 reading
 Module 1: Boolean Functions and Gate Logic Roadmap 10m
 1 hour to complete

 General Course Information

 General Course Information

 1 hour to complete
 1 video (Total 2 min) , 3 readings
 See All
 1 video
 Promo Video 2m
 3 readings
 Course Overview 10m
 Textbook 10m
 FAQ 10m
 Week
 2
 Week 2
 6 hours to complete

 Boolean Arithmetic and the ALU

 Using the chipset that we've built in the previous module, we will now proceed to build a family of adders -- chips designed to add numbers. We will then take a big step forward and build an Arithmetic Logic Unit. The ALU, which is designed to perform a whole set of arithmetic and logical operations, is the computer's calculating brain. Later in the course we will use this ALU as the centerpiece chip from which we will build the computer's Central Processing Unit, or CPU. Since all these chips operate on binary numbers (0's and 1's), we will start this module with a general overview of binary arithmetic, and only then delve into building the ALU.

 6 hours to complete
 6 videos (Total 66 min) , 1 reading , 1 quiz
 See All
 6 videos
 Unit 2.1: Binary Numbers 7m
 Unit 2.2: Binary Addition 12m
 Unit 2.3: Negative Numbers 11m
 Unit 2.4: Arithmetic Logic Unit 16m
 Unit 2.5: Project 2 Overview 7m
 Unit 2.6: Perspectives 10m
 1 reading
 Module 2: Boolean Arithmetic and the ALU Roadmap 10m
 Week
 3
 Week 3
 7 hours to complete

 Memory

 Having built the computer's ALU, this module we turn to building the computer's main memory unit, also known as Random Access Memory, or RAM. This will be done gradually, going bottom-up from elementary flip-flop gates to one-bit registers to n-bit registers to a family of RAM chips. Unlike the computer's processing chips, which are based on combinational logic, the computer's memory logic requires a clock-based sequential logic. We will start with an overview of this theoretical background, and then move on to build our memory chipset.

 7 hours to complete
 6 videos (Total 84 min) , 1 reading , 1 quiz
 See All
 6 videos
 Unit 3.1: Sequential Logic 9m
 Unit 3.2: Flip Flops 15m
 Unit 3.3: Memory Units 25m
 Unit 3.4: Counters 10m
 Unit 3.5: Project 3 Overview 10m
 Unit 3.6: Perspectives 11m
 1 reading
 Module 3: Memory Roadmap 10m
 Week
 4
 Week 4
 8 hours to complete

 Machine Language

 A critically important aspect of building a new computer system is designing the low-level machine language, or instruction set, with which the computer can be instructed to do various things. As it turns out, this can be done before the computer itself is actually built. For example, we can write a Java program that emulates the yet-to-be-built computer, and then use it to emulate the execution of programs written in the new machine language. Such experiments can give us a good appreciation of the bare bone "look and feel" of the new computer, and lead to decisions that may well change and improve both the hardware and the language designs. Taking a similar approach, in this module we assume that the Hack computer and machine language have been built, and write some low-level programs using the Hack machine language. We will then use a supplied CPU Emulator (a computer program) to test and execute our programs. This experience will give you a taste of low-level programming, as well as a solid hands-on overview of the Hack computer platform.

 8 hours to complete
 10 videos (Total 187 min) , 1 reading , 1 quiz
 See All
 10 videos
 Unit 4.1: Machine Languages: Overview 11m
 Unit 4.2: Machine Languages: Elements 16m
 Unit 4.3: The Hack Computer and Machine Language 15m
 Unit 4.4: Hack Language Specification 10m
 Unit 4.5: Input / Output 26m
 Unit 4.6: Hack Programming, Part 1 24m
 Unit 4.7: Hack Programming, Part 2 21m
 Unit 4.8: Hack Programming, Part 3 32m
 Unit 4.9: Project 4 Overview 19m
 Unit 4.10: Perspectives 7m
 1 reading
 Module 4: Machine Language Roadmap 10m
 * Show More
 5 6

 Reviews

 4.9
 1018 reviews
 * 5 stars
 93.10%
 * 4 stars
 5.62%
 * 3 stars
 0.57%
 * 2 stars
 0.18%
 * 1 star
 0.51%

 TOP REVIEWS FROM BUILD A MODERN COMPUTER FROM FIRST PRINCIPLES: FROM NAND TO TETRIS (PROJECT-CENTERED COURSE)

 by AI Jun 13, 2021

 Undeniably one of the best computer science courses. The advertising isn't false! This course permanently changed my perspective on hardware and software along with the relationship between the two...

 by PK Jan 26, 2019

 This was just a wonderful course - exciting, challenging, well organized, and a ton of fun. I really enjoyed every week of it and will recommend it to friends. Thanks so much to Shimon and Noam!

 by BD Sep 7, 2016

 Fantastic. Quite difficult for me, but I learned the material along the way. Fantastic way to train yourself to think logically and parsimoniously. And the computer knowledge is invaluable.

 by MK Aug 12, 2022

 Coming from a high level programming backgroun with a degree in games programming, this course was amazing to fill in the gaps in my knowledge, and solidify low level computer science fundamentals.

 View all reviews

 Frequently Asked Questions

 * When will I have access to the lectures and assignments?

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TOP REVIEWS FROM BUILD A MODERN COMPUTER FROM FIRST PRINCIPLES: FROM NAND TO TETRIS (PROJECT-CENTERED COURSE)  by AIJun 13, 2021 Undeniably one of the best computer science courses. The advertising isn't false! This course permanently changed my perspective on hardware and software along with the relationship between the two...   by PKJan 26, 2019 This was just a wonderful course - exciting, challenging, well organized, and a ton of fun. I really enjoyed every week of it and will recommend it to friends. Thanks so much to Shimon and Noam!   by BDSep 7, 2016 Fantastic. Quite difficult for me, but I learned the material along the way. Fantastic way to train yourself to think logically and parsimoniously. And the computer knowledge is invaluable.   by MKAug 12, 2022 Coming from a high level programming backgroun with a degree in games programming, this course was amazing to fill in the gaps in my knowledge, and solidify low level computer science fundamentals.   View all reviews
Build a Modern Computer from First Principles: From Nand to Tetris (Project-Centered Course)
https://www.coursera.org/learn/build-a-computer
https://www.edx.org/course/molecular-biology-part-1-dna-replication-and-repair
Molecular Biology - Part 1: DNA Replication and Repair
2023-01-17
None
<div><div><main><div><div><div><h3>There is one session available:</h3><div><p>Started Jan 17</p><p>Ends Mar 21</p></div></div><div><p><p>I would like to receive email from MITx and learn about other offerings related to Molecular Biology - Part 1: DNA Replication and Repair.</p></p></div></div><div><p>Frequently Asked Questions</p></div></div><div><div><div><p>9 weeks</p><p>4â6 hours per week</p></div><div><p>Instructor-paced</p><p>Instructor-led on a course schedule</p></div><div><p>Free</p><p>Optional upgrade available</p></div></div><div><div><h3>There is one session available:</h3><div><p>Started Jan 17</p><p>Ends Mar 21</p></div></div><div><p><p>I would like to receive email from MITx and learn about other offerings related to Molecular Biology - Part 1: DNA Replication and Repair.</p></p></div></div><section><p></p><h5>Molecular Biology - Part 1: DNA Replication and Repair</h5><p></p></section><div><div><div><h2>About this course</h2><p><a href="#about-this-course">Skip About this course</a></p></div><div><p>Youâre acquainted with your DNA, but did you know that your cells synthesize enough DNA during your lifetime to stretch a lightyear in length? How does the cellular machinery accomplish such a feat without making more mistakes than you can survive? Why isnât the incidence of cancer even higher than it is? And, if the DNA in each and every cell is two meters long, how is this genetic material compacted to fit inside the cell nucleus without becoming a tangled mess?</p>
<p>Are you ready to go beyond the âwhat" of scientific information presented in textbooks and explore <em>how</em> scientists deduce the details of these molecular models?</p>
<p>Take a behind-the-scenes look at modern molecular genetics, from the classic experimental events that identified the proteins involved in DNA replication and repair to cutting-edge assays that apply the power of genome sequencing. Do you feel confident in your ability to design molecular biology experiments and interpret data from them? We've designed the problems in this course to build your experimental design and data analysis skills.</p>
<p>Letâs explore the limits of our current knowledge about the replication machinery and pathways that protect the fidelity of DNA synthesis. If you are up for the challenge, join us in 7.28x Part 1: DNA Replication and Repair.</p>
<p>Follow the latest news from MITx Biology <a href="https://twitter.com/MITxBio">@MITxBio</a> on Twitter <strong>.</strong></p></div></div><div><h3>At a glance</h3><div><div><ul><li>Institution: <a href="/school/mitx">MITx</a></li><li>Subject: <a href="/learn/biology">Biology &amp; Life Sciences</a></li><li>Level: Advanced</li><li>Prerequisites: </li></ul></div><div><ul><li>Language: English</li><li>Video Transcripts: English, ä¸­æ</li></ul></div></div></div><div><div><h2>What you'll learn</h2><p><a href="#outcome">Skip What you'll learn</a></p></div><div><ul>
<li>How to compare and contrast the mechanisms of DNA replication in prokaryotes and eukaryotes</li>
<li>How to describe several enzymatic mechanisms that the cell uses to repair or tolerate DNA damage</li>
<li>How to analyze protein structures to infer functional information</li>
<li>How to designmethods for the best experiment to test a hypothesis related to DNA replication or repair proteins</li>
<li>How to interpret data from DNA replication and repair experiments</li>
</ul></div></div></div><div><h2>About the instructors</h2></div><div><h2>Who can take this course?</h2><p>Unfortunately, learners residing in one or more of the following countries or regions will not be able to register for this course: Iran, Cuba and the Crimea region of Ukraine. While edX has sought licenses from the U.S. Office of Foreign Assets Control (OFAC) to offer our courses to learners in these countries and regions, the licenses we have received are not broad enough to allow us to offer this course in all locations. edX truly regrets that U.S. sanctions prevent us from offering all of our courses to everyone, no matter where they live.</p></div><div><div><h2>Ways to take this course</h2><p>Choose your path when you enroll.</p></div><div><div><table><tbody><tr><th></th><th><p>Verified Track</p></th><th><p>Audit Track</p></th></tr><tr><th><h4>Price</h4></th><td><p>$99 USD</p></td><td><p>Free</p></td></tr><tr><th><h4>Access to course materials</h4></th><td><div><p>Unlimited</p></div></td><td><div><p>Limited</p></div><p>Expires on Mar 21</p></td></tr><tr><th><h4>World class institutions and universities</h4></th><td></td><td></td></tr><tr><th><h4>edX support</h4></th><td></td><td></td></tr><tr><th><h4>Shareable certificate upon completion</h4></th><td></td><td></td></tr><tr><th><h4>Graded assignments and exams</h4></th><td></td><td></td></tr></tbody></table></div><div><a href="https://support.edx.org/hc/en-us/sections/360002747833-About-Audit-and-Verified-Courses">Read our FAQsin a new tab</a><p> about frequently asked questions on these tracks.</p></div></div></div><div><div><p></p><h2>Interested in this course for your business or team?</h2><p></p></div><div><p>Train your employees in the most in-demand topics, with edX For Business.</p></div></div></div></main></div>||||I|||| Skip to main content
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 Molecular Biology - Part 1: DNA Replication and Repair

 An in-depth adventure through DNA replication and repair to strengthen your scientific thinking and experimental design skills.

 ... show all
 Watch the video
 Play Video for Molecular Biology - Part 1: DNA Replication and Repair
 Play Video for Molecular Biology - Part 1: DNA Replication and Repair

 There is one session available:

 64,983 already enrolled!
 Started Jan 17
 Ends Mar 21
 Enroll
 I would like to receive email from MITx and learn about other offerings related to Molecular Biology - Part 1: DNA Replication and Repair.
 About this course
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 Instructors
 Frequently Asked Questions
 Ways to take this course
 edX For Business
 1. Catalog
 2. 
 3. Biology & Life Sciences Courses
 1. Biology & Life Sciences Courses

 Molecular Biology - Part 1: DNA Replication and Repair

 An in-depth adventure through DNA replication and repair to strengthen your scientific thinking and experimental design skills.

 Watch the video
 Play Video for Molecular Biology - Part 1: DNA Replication and Repair
 Play Video for Molecular Biology - Part 1: DNA Replication and Repair
 9 weeks
 4â6 hours per week
 Instructor-paced
 Instructor-led on a course schedule
 Free
 Optional upgrade available

 There is one session available:

 64,983 already enrolled! After a course session ends, it will be archived Opens in a new tab .
 Started Jan 17
 Ends Mar 21
 Enroll
 I would like to receive email from MITx and learn about other offerings related to Molecular Biology - Part 1: DNA Replication and Repair.

 Molecular Biology - Part 1: DNA Replication and Repair

 About
 * About
 * What you'll learn
 * Instructors
 * Ways to enroll

 Enroll now

 Started Jan 17

 About this course

 Skip About this course

 Youâre acquainted with your DNA, but did you know that your cells synthesize enough DNA during your lifetime to stretch a lightyear in length? How does the cellular machinery accomplish such a feat without making more mistakes than you can survive? Why isnât the incidence of cancer even higher than it is? And, if the DNA in each and every cell is two meters long, how is this genetic material compacted to fit inside the cell nucleus without becoming a tangled mess?

 Are you ready to go beyond the âwhat" of scientific information presented in textbooks and explore how scientists deduce the details of these molecular models?

 Take a behind-the-scenes look at modern molecular genetics, from the classic experimental events that identified the proteins involved in DNA replication and repair to cutting-edge assays that apply the power of genome sequencing. Do you feel confident in your ability to design molecular biology experiments and interpret data from them? We've designed the problems in this course to build your experimental design and data analysis skills.

 Letâs explore the limits of our current knowledge about the replication machinery and pathways that protect the fidelity of DNA synthesis. If you are up for the challenge, join us in 7.28x Part 1: DNA Replication and Repair.

 Follow the latest news from MITx Biology @MITxBio on Twitter .

 Show more

 At a glance

 * Institution: MITx
 * Subject: Biology & Life Sciences
 * Level: Advanced
 * Prerequisites:

 7.00x Introduction to Biology and 7.05x Biochemistry or similar (biochemistry, molecular biology, and genetics).

 * Language: English
 * Video Transcripts: English, ä¸­æ

 What you'll learn

 Skip What you'll learn
 * How to compare and contrast the mechanisms of DNA replication in prokaryotes and eukaryotes
 * How to describe several enzymatic mechanisms that the cell uses to repair or tolerate DNA damage
 * How to analyze protein structures to infer functional information
 * How to designmethods for the best experiment to test a hypothesis related to DNA replication or repair proteins
 * How to interpret data from DNA replication and repair experiments
 Show more

 About the instructors

 Who can take this course?

 Unfortunately, learners residing in one or more of the following countries or regions will not be able to register for this course: Iran, Cuba and the Crimea region of Ukraine. While edX has sought licenses from the U.S. Office of Foreign Assets Control (OFAC) to offer our courses to learners in these countries and regions, the licenses we have received are not broad enough to allow us to offer this course in all locations. edX truly regrets that U.S. sanctions prevent us from offering all of our courses to everyone, no matter where they live.

 Ways to take this course

 Choose your path when you enroll.

 Enroll now

 Started Jan 17
  Verified Track Audit Track 
 Price $99 USD Free 
  
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 Access to course materials Unlimited 
  Expires on Mar 21
  
 World class institutions and universities 
  
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 Shareable certificate upon completion 
  
 Graded assignments and exams 
  
 
 Read our FAQs in a new tab about frequently asked questions on these tracks.

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There is one session available:  Started Jan 17 Ends Mar 21     I would like to receive email from MITx and learn about other offerings related to Molecular Biology - Part 1: DNA Replication and Repair.     Frequently Asked Questions      9 weeks 4â6 hours per week   Instructor-paced Instructor-led on a course schedule   Free Optional upgrade available     There is one session available:  Started Jan 17 Ends Mar 21     I would like to receive email from MITx and learn about other offerings related to Molecular Biology - Part 1: DNA Replication and Repair.       Molecular Biology - Part 1: DNA Replication and Repair       About this course  Skip About this course    Youâre acquainted with your DNA, but did you know that your cells synthesize enough DNA during your lifetime to stretch a lightyear in length? How does the cellular machinery accomplish such a feat without making more mistakes than you can survive? Why isnât the incidence of cancer even higher than it is? And, if the DNA in each and every cell is two meters long, how is this genetic material compacted to fit inside the cell nucleus without becoming a tangled mess?
Are you ready to go beyond the âwhat" of scientific information presented in textbooks and explore how scientists deduce the details of these molecular models?
Take a behind-the-scenes look at modern molecular genetics, from the classic experimental events that identified the proteins involved in DNA replication and repair to cutting-edge assays that apply the power of genome sequencing. Do you feel confident in your ability to design molecular biology experiments and interpret data from them? We've designed the problems in this course to build your experimental design and data analysis skills.
Letâs explore the limits of our current knowledge about the replication machinery and pathways that protect the fidelity of DNA synthesis. If you are up for the challenge, join us in 7.28x Part 1: DNA Replication and Repair.
Follow the latest news from MITx Biology @MITxBio on Twitter .     At a glance    Institution: MITx  Subject: Biology &amp; Life Sciences  Level: Advanced Prerequisites:      Language: English Video Transcripts: English, ä¸­æ       What you'll learn  Skip What you'll learn    
How to compare and contrast the mechanisms of DNA replication in prokaryotes and eukaryotes
How to describe several enzymatic mechanisms that the cell uses to repair or tolerate DNA damage
How to analyze protein structures to infer functional information
How to designmethods for the best experiment to test a hypothesis related to DNA replication or repair proteins
How to interpret data from DNA replication and repair experiments
     About the instructors   Who can take this course? Unfortunately, learners residing in one or more of the following countries or regions will not be able to register for this course: Iran, Cuba and the Crimea region of Ukraine. While edX has sought licenses from the U.S. Office of Foreign Assets Control (OFAC) to offer our courses to learners in these countries and regions, the licenses we have received are not broad enough to allow us to offer this course in all locations. edX truly regrets that U.S. sanctions prevent us from offering all of our courses to everyone, no matter where they live.    Ways to take this course Choose your path when you enroll.          Verified Track   Audit Track     Price   $99 USD   Free     Access to course materials    Unlimited     Limited  Expires on Mar 21     World class institutions and universities         edX support         Shareable certificate upon completion         Graded assignments and exams           Read our FAQsin a new tab  about frequently asked questions on these tracks.        Interested in this course for your business or team?     Train your employees in the most in-demand topics, with edX For Business.
Molecular Biology - Part 1: DNA Replication and Repair
https://www.edx.org/course/molecular-biology-part-1-dna-replication-and-repair
https://ocw.mit.edu/courses/4-367-studio-seminar-in-public-art-spring-2006/
Studio Seminar in Public Art | Architecture | MIT OpenCourseWare
2001-01-01T00:00:00Z

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 <p>How do we define Public Art? This course focuses on the production of projects for public places. Public Art is a concept that is in constant discussion and revision, as much as the evolution and transformation of public spaces and cities are. Monuments are repositories of memory and historical presences with the …</p>
 <p>How do we define Public Art? This course focuses on the production of projects for public places. Public Art is a concept that is in constant discussion and revision, as much as the evolution and transformation of public spaces and cities are. Monuments are repositories of memory and historical presences with the expectation of being permanent. Public interventions are created not to impose and be temporary, but as forms intended to activate discourse and discussion. Considering the concept of a museum as a public device and how they are searching for new ways of avoiding generic identities, we will deal with the concept of the personal imaginary museum. It should be considered as a point of departure to propose a personal individual construction based on the concept of defining a personal imaginary museum - concept, program, collection, events, architecture, public diffusion, etc.</p>
 
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Course Description
 
 
 How do we define Public Art? This course focuses on the production of projects for public places. Public Art is a concept that is in constant discussion and revision, as much as the evolution and transformation of public spaces and cities are. Monuments are repositories of memory and historical presences with the …
 How do we define Public Art? This course focuses on the production of projects for public places. Public Art is a concept that is in constant discussion and revision, as much as the evolution and transformation of public spaces and cities are. Monuments are repositories of memory and historical presences with the expectation of being permanent. Public interventions are created not to impose and be temporary, but as forms intended to activate discourse and discussion. Considering the concept of a museum as a public device and how they are searching for new ways of avoiding generic identities, we will deal with the concept of the personal imaginary museum. It should be considered as a point of departure to propose a personal individual construction based on the concept of defining a personal imaginary museum - concept, program, collection, events, architecture, public diffusion, etc.
 
 
 
  
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Studio Seminar in Public Art | Architecture | MIT OpenCourseWare
https://ocw.mit.edu/courses/architecture/4-367-studio-seminar-in-public-art-spring-2006/
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https://www.mooc-list.com/course/humanitarian-communication-addressing-key-challenges-coursera
Humanitarian communication : Addressing key challenges (Coursera)
2022-04-11
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<p>Learn how to address the main challenges of communication in humanitarian settings and how to implement a communication plan in the midst of humanitarian action.</p>
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Dear students, Welcome to this course on communication in humanitarian settings. During this week, we will cover the main concepts and definitions essential to understand the specific framework of communication in humanitarian settings.</p></div><br/>
<div><p><b>WEEK 2</b></p><p>
During this week, we will explore the different types of communication and communication structures that one could encounter in humanitarian context in order to better reach target audiences when communicating.</p></div><br/>
<div><p><b>WEEK 3</b></p><p>
This week is dedicated to the main challenges of communication in humanitarian settings and the way to address them.</p><p>
During the course we will also explore key behavioural postures to be more effective when communicating.</p></div><br/>
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This week is dedicated to the understanding of the communication project cycle and the way to implement the first steps of the communication project cycle.</p></div><br/>
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During this week we will explore how to design a communication plan in the midst of humanitarian action.</p></div><br/>
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 Humanitarian communication : Addressing key challenges (Coursera)

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 Learn how to address the main challenges of communication in humanitarian settings and how to implement a communication plan in the midst of humanitarian action.
 Enroll in course

 MOOC List is learner-supported. When you buy through links on our site, we may earn an affiliate commission.

 Syllabus


 WEEK 1

 Dear students, Welcome to this course on communication in humanitarian settings. During this week, we will cover the main concepts and definitions essential to understand the specific framework of communication in humanitarian settings.


 WEEK 2

 During this week, we will explore the different types of communication and communication structures that one could encounter in humanitarian context in order to better reach target audiences when communicating.


 WEEK 3

 This week is dedicated to the main challenges of communication in humanitarian settings and the way to address them.

 During the course we will also explore key behavioural postures to be more effective when communicating.


 WEEK 4

 This week is dedicated to the understanding of the communication project cycle and the way to implement the first steps of the communication project cycle.


 WEEK 5

 During this week we will explore how to design a communication plan in the midst of humanitarian action.



 Humanitarianism
 Humanitarian Communication
 Behaviour Management
 Humanitarian
 Governance
 Society
 Social Sciences
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 University of Geneva
 Valérie Gorin
 Jean-Marc Biquet
 Doris Schopper
 Claire Doole
 Claire Bellmann
 Claire Barthélémy
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 Switzerland
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 5-12 Weeks
 1-4 Hours/Week
 Yes, Paid Exam and/or Final Project
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 41.00 EUR
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Learn how to address the main challenges of communication in humanitarian settings and how to implement a communication plan in the midst of humanitarian action.
  MOOC List is learner-supported. When you buy through links on our site, we may earn an affiliate commission.  
 Syllabus  
  WEEK 1  
Dear students, Welcome to this course on communication in humanitarian settings. During this week, we will cover the main concepts and definitions essential to understand the specific framework of communication in humanitarian settings.  
  WEEK 2  
During this week, we will explore the different types of communication and communication structures that one could encounter in humanitarian context in order to better reach target audiences when communicating.  
  WEEK 3  
This week is dedicated to the main challenges of communication in humanitarian settings and the way to address them. 
During the course we will also explore key behavioural postures to be more effective when communicating.  
  WEEK 4  
This week is dedicated to the understanding of the communication project cycle and the way to implement the first steps of the communication project cycle.  
  WEEK 5  
During this week we will explore how to design a communication plan in the midst of humanitarian action.  
 
  MOOC List is learner-supported. When you buy through links on our site, we may earn an affiliate commission.  
  MOOC List is learner-supported. When you buy through links on our site, we may earn an affiliate commission.
Humanitarian communication : Addressing key challenges (Coursera)
https://www.mooc-list.com/course/humanitarian-communication-addressing-key-challenges-coursera
https://www.lifewire.com/free-online-classes-for-adults-2996977
The 10 Best Free Online Classes for Adults in 2023
2006-10-09
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Free <a href="https://www.lifewire.com/educational-websites-for-taking-online-courses-4072166">online classes</a> expand your horizons, increase earning potential, and teach new skills. Taking online free adult <a href="https://www.lifewire.com/educational-websites-for-taking-online-courses-4072166">education</a> classes is a great way to succeed at work while boosting your self-esteem. Here are our picks for the 10 best free online adult education sources.
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</div>
<p>
Learnthat.com offers free online tutorials for adults in four categories: business, lifestyle, personal finance, and technology. With a range of video and text-driven courses, Learnthat.com teaches practical life and business skills to help you achieve your goals.
</p>
<p>
The tutorials are generally brief compared to other course offerings but are a great place to get started. For example, business owners can learn how to do performance reviews or study the advantages of incorporating. On the tech side, you'll find a nice foundation of website and social media marketing tactics. Also, if you're getting started with managing your money, Learnthat's personal finance courses are a great place to begin.
</p>
<p>
<a href="http://learnthat.com/">Visit Learnthat.com
</a>
</p>
</div>
<div>
<h2> <a href="https://www.sba.gov/sba-learning-platform">Best for Small Business Owners: SBA Learning Center</a> </h2>
<figure>
</figure>
<div>
<div>
<p>What We Like</p>
<ul>
<li><p>Clean, organized, and easy to use website.</p></li>
<li><p>Covers every topic a business owner might need.</p></li>
<li><p>Watch the course as an online video or read the transcript.</p></li>
<li><p>Learn at your pace.</p></li>
</ul>
</div>
<div>
<p>What We Don't Like</p>
<ul>
<li><p>You may need more in-depth information than what these 30-minute courses offer.</p></li>
</ul>
</div>
</div>
<p>
The U.S. Small Business Administration (SBA) offers a wealth of resources for aspiring, new, and established business owners through its SBA Learning Center.
</p>
<p>
This assortment of free online courses is grouped into three categories: Plan Your Business, Launch Your Business, and Manage Your Business. Courses cover beginner topics such as how to write a business plan and financing options, as well as more advanced subjects, including how to sell your business and recruit and retain employees.
</p>
<p>
Find courses for yourself and your employees to help understand and grow the facets of creating a successful business.
</p>
<p>
<a href="https://www.sba.gov/sba-learning-platform">Visit the SBA Learning Center
</a>
</p>
</div>
<div>
<h2> <a href="https://www.futurelearn.com/">Best for Professional Development: FutureLearn</a> </h2>
<figure>
</figure>
<div>
<div>
<p>What We Like</p>
<ul>
<li><p>Clean user interface.</p></li>
<li><p>Courses from accredited institutions.</p></li>
<li><p>Gain credit toward formal qualifications.</p></li>
</ul>
</div>
<div>
<p>What We Don't Like</p>
<ul>
<li><p>Courses are free to learn, but you'll need to pay for an achievement certificate or to use credits toward degrees.</p></li>
</ul>
</div>
</div>
<p>
FutureLearn's offerings are similar to those of Coursera, but FutureLearn's intuitive interface makes it easy to find ways to enhance your professional development. Take an online communication or leadership course to strengthen your management style. Take courses to boost your teaching career and skills. Or, get healthcare training to improve your medical field job prospects.
</p>
<p>
Courses are free to join and learn from. However, you'll need to pay to get a completion certificate or to apply course credits toward a degree.
</p>
<p>
<a href="https://www.futurelearn.com/">Visit FutureLearn
</a>
</p>
</div>
<div>
<h2> <a href="https://www.learn2type.com/">Best Typing Tutor: Learn 2 Type</a> </h2>
<figure>
</figure>
<div>
<div>
<p>What We Like</p>
<ul>
<li><p>For beginner and advanced typists.</p></li>
<li><p>Lessons are stored in your account, so you can pick up where you left off.</p></li>
<li><p>Exercises for kids and tots.</p></li>
<li><p>Get a verified typing certificate.</p></li>
</ul>
</div>
<div>
<p>What We Don't Like</p>
<ul>
<li><p>The site's interface is a little cluttered and outdated.</p></li>
</ul>
</div>
</div>
<p>
Learn 2 Type is a perfect place to brush up on your <a href="https://www.lifewire.com/free-typing-tests-to-test-your-speed-and-accuracy-1357996">typing skills</a>, a vital ability in today's tech-centered world. Use this site to gauge your current typing speed and learn how to type faster for free.
</p>
<p>
This is a perfect resource for beginners and for those who can type but want to improve their speed and accuracy. It's great for adults and teens alike, and also offers Learn 2 Type for Kids and Typing for Tots tutorials.
</p>
<p>
<a href="https://www.learn2type.com/">Visit Learn 2 Type
</a>
</p>
</div>
<div>
<h2> <a href="https://www.kadenze.com/">Best for STEAM Learning: Kadenze</a> </h2>
<figure>
</figure>
<div>
<div>
<p>What We Like</p>
<ul>
<li><p>An array of STEAM class offerings.</p></li>
<li><p>Prestigious institutions are involved in these courses.</p></li>
<li><p>Browse courses by subject and skill level.</p></li>
</ul>
</div>
<div>
<p>What We Don't Like</p>
<ul>
<li><p>Upgrade to a premium level if you want a certificate.</p></li>
<li><p>Must pay for credit-eligible courses.</p></li>
</ul>
</div>
</div>
<p>
Kadenze specializes in education in science, technology, engineering, art, design, music, and math. There's a fascinating array of courses that range from museum education to creating comics to using machine learning in music and art.
</p>
<p>
To get started, sign up for a free account and then peruse the course catalog, browsing by subject and skill level. Join many courses for free and learn at your pace, or upgrade to a premium membership for $20 per month to enroll in unlimited courses, receive grades and feedback, submit assignments, and build a portfolio.
</p>
<p>
<a href="https://www.kadenze.com/">Visit Kadenze
</a>
</p>
</div>
</div><div>
<p>Thanks for letting us know!</p>
<div>
<p>
Get the Latest Tech News Delivered Every Day</p>
<p><a href="#">Subscribe</a></p>
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 The 10 Best Free Online Classes for Adults in 2023

 Looking to change careers? New skills will strengthen your resume

 By
 Jennifer Wolf
 Jennifer Wolf
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 Jennifer Wolf is a former writer for Lifewire covering technology for children. She is a PCI Certified Parent Coach and an advocate for single parents.
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 Updated on January 5, 2023
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 Free online classes expand your horizons, increase earning potential, and teach new skills. Taking online free adult education classes is a great way to succeed at work while boosting your self-esteem. Here are our picks for the 10 best free online adult education sources.

 01
 of 10

 Best for an Ivy League Experience: Coursera

 What We Like

 * Learn at your pace.

 * Take classes from schools like Princeton and Yale.

 * Video lectures and interactive exercises.

 * Peer-to-peer communication among students.

 What We Don't Like

 * Must pay for certificates of completion, and these aren't offered for every course.

 Coursera offers thousands of free courses from respected and prestigious universities. It's the place to go if you're interested in college-level courses, but don't want to spend the money to enroll in a university. These free courses don't generally count toward degree credit. However, these courses are as challenging and rewarding as any college course.

 If you want to earn an online master's or bachelor's degree in business, data science, public health, and more, Coursera offers affordable options.

 Coursera's vast course catalog is sure to have topics that interest you, including courses to help you move ahead at work, boost your resume, or take a step closer to your dream career.

 Visit Coursera
 02
 of 10

 Best for Name-Dropping: Harvard Online Courses

 What We Like

 * Classes from Harvard.

 * Variety of subjects.

 * Browse by subject and filter to see only free courses.

 * High-quality educational resources and instructors.

 What We Don't Like

 * Free courses fluctuate, and one may not be available when you want it.

 If you've dreamed of studying at Harvard, make that vision a reality. Harvard has an impressive array of online courses that anyone can take, and many are free of charge. Free courses are presented in conjunction with online learning site edX.

 Browse courses in Art & Design, Business, Education & Teaching, Health & Medicine, Social Science, and more. Courses range from one to 12 weeks, and you can filter the options to take introductory, intermediate, or advanced classes.

 When you find a free course you're interested in, select Take Course, enroll in the course, and create a free edX account. Pay for a Verified Certificate if you want an official course completion document. Harvard Online Courses also has an array of paid courses starting as low as $30.

 Visit Harvard Online Courses
 03
 of 10

 Best for Educational Variety: YouTube Educational Channels

 What We Like

 * Excellent educational channels benefit students of all ages.

 * Find college lectures and famous speeches.

 * Free learning videos on every topic imaginable.

 What We Don't Like

 * You may have to wade through less-than-stellar content to find the gems.

 YouTube is a free source of rich learning materials, including curated education-related channels and content gems you may stumble onto as you browse the YouTube offerings.

 Enter any subject into the YouTube search function, and you'll find hundreds of results. While you may have to sort through some questionable videos, there are many qualified instructors and experts on the platform. Find college lectures and public speeches, as well.

 Some of the best educational channels to check out on YouTube include Crash Course, with educational videos covering everything from entrepreneurship to artificial intelligence to World War II. The Ted-Ed channel has videos that convey complex topics in an easy-to-understand manner. The National Geographic channel is a must if you're passionate about nature and the environment.

 The education opportunities are endless for inquiring minds of all ages.

 Visit YouTube
 04
 of 10

 Best for Learning How to Code: Free Code Camp

 What We Like

 * A supportive community to guide you on your coding journey.

 * More than 6,000 tutorials.

 * A searchable database of coding topics.

 * Choose the programming language you want to learn.

 What We Don't Like

 * The offerings are so vast it may feel overwhelming.

 If you're interested in learning how to code, Free Code Camp is an amazing resource featuring a community of programmers. Learn to code, build projects, and earn certifications. There are thousands of videos, interactive coding lessons, articles, and an active community forum that offers project feedback, career advice, encouragement, and more.

 Free Code Camp says more than 40,000 of its students have gone on to tech careers at companies such as Apple, Google, Amazon, and Microsoft. If you're looking to change careers, Free Code Camp is a great place to start.

 Visit Free Code Camp
 05
 of 10

 Best for Learning a New Language: Duolingo

 What We Like

 * User-friendly website and apps.

 * Gamifies learning a language to make it fun.

 * Incorporates your device's microphones and speakers to make learning more natural.

 What We Don't Like

 * Not all languages are available to learn from every language. For example, German speakers can't learn Chinese.

 Read Our Duolingo Review

 Duolingo is a simple, user-friendly, and intuitive way to learn a new language. Its gamified instruction methods have you earning points for right answers, racing against the clock as you complete assignments, and staying motivated with rewards.

 Duolingo says there's proof its method works, with 34 hours of Duolingo instruction equivalent to a semester of a college language course.

 Duolingo is free to use through its website or iOS or Android mobile apps. Upgrade to Duolingo plus if you want to remove ads.

 Visit Duolingo
 06
 of 10

 Best for Practical Life and Business Skills: Learnthat.com

 What We Like

 * The business category includes helpful career and job classes.

 * Tutorials are easy to digest and clearly written.

 * Summaries succinctly review what you learned.

 What We Don't Like

 * Some tutorials are brief, so you may need to seek out more information.

 * Only some tutorials have videos.

 Learnthat.com offers free online tutorials for adults in four categories: business, lifestyle, personal finance, and technology. With a range of video and text-driven courses, Learnthat.com teaches practical life and business skills to help you achieve your goals.

 The tutorials are generally brief compared to other course offerings but are a great place to get started. For example, business owners can learn how to do performance reviews or study the advantages of incorporating. On the tech side, you'll find a nice foundation of website and social media marketing tactics. Also, if you're getting started with managing your money, Learnthat's personal finance courses are a great place to begin.

 Visit Learnthat.com
 07
 of 10

 Best for Small Business Owners: SBA Learning Center

 What We Like

 * Clean, organized, and easy to use website.

 * Covers every topic a business owner might need.

 * Watch the course as an online video or read the transcript.

 * Learn at your pace.

 What We Don't Like

 * You may need more in-depth information than what these 30-minute courses offer.

 The U.S. Small Business Administration (SBA) offers a wealth of resources for aspiring, new, and established business owners through its SBA Learning Center.

 This assortment of free online courses is grouped into three categories: Plan Your Business, Launch Your Business, and Manage Your Business. Courses cover beginner topics such as how to write a business plan and financing options, as well as more advanced subjects, including how to sell your business and recruit and retain employees.

 Find courses for yourself and your employees to help understand and grow the facets of creating a successful business.

 Visit the SBA Learning Center
 08
 of 10

 Best for Professional Development: FutureLearn

 What We Like

 * Clean user interface.

 * Courses from accredited institutions.

 * Gain credit toward formal qualifications.

 What We Don't Like

 * Courses are free to learn, but you'll need to pay for an achievement certificate or to use credits toward degrees.

 FutureLearn's offerings are similar to those of Coursera, but FutureLearn's intuitive interface makes it easy to find ways to enhance your professional development. Take an online communication or leadership course to strengthen your management style. Take courses to boost your teaching career and skills. Or, get healthcare training to improve your medical field job prospects.

 Courses are free to join and learn from. However, you'll need to pay to get a completion certificate or to apply course credits toward a degree.

 Visit FutureLearn
 09
 of 10

 Best Typing Tutor: Learn 2 Type

 What We Like

 * For beginner and advanced typists.

 * Lessons are stored in your account, so you can pick up where you left off.

 * Exercises for kids and tots.

 * Get a verified typing certificate.

 What We Don't Like

 * The site's interface is a little cluttered and outdated.

 Learn 2 Type is a perfect place to brush up on your typing skills, a vital ability in today's tech-centered world. Use this site to gauge your current typing speed and learn how to type faster for free.

 This is a perfect resource for beginners and for those who can type but want to improve their speed and accuracy. It's great for adults and teens alike, and also offers Learn 2 Type for Kids and Typing for Tots tutorials.

 Visit Learn 2 Type
 10
 of 10

 Best for STEAM Learning: Kadenze

 What We Like

 * An array of STEAM class offerings.

 * Prestigious institutions are involved in these courses.

 * Browse courses by subject and skill level.

 What We Don't Like

 * Upgrade to a premium level if you want a certificate.

 * Must pay for credit-eligible courses.

 Kadenze specializes in education in science, technology, engineering, art, design, music, and math. There's a fascinating array of courses that range from museum education to creating comics to using machine learning in music and art.

 To get started, sign up for a free account and then peruse the course catalog, browsing by subject and skill level. Join many courses for free and learn at your pace, or upgrade to a premium membership for $20 per month to enroll in unlimited courses, receive grades and feedback, submit assignments, and build a portfolio.

 Visit Kadenze
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Free online classes expand your horizons, increase earning potential, and teach new skills. Taking online free adult education classes is a great way to succeed at work while boosting your self-esteem. Here are our picks for the 10 best free online adult education sources.
 
 Best for an Ivy League Experience: Coursera 
What We Like
 Learn at your pace. 
 Take classes from schools like Princeton and Yale. 
 Video lectures and interactive exercises. 
 Peer-to-peer communication among students. 
What We Don't Like
 Must pay for certificates of completion, and these aren't offered for every course. 
Coursera offers thousands of free courses from respected and prestigious universities. It's the place to go if you're interested in college-level courses, but don't want to spend the money to enroll in a university. These free courses don't generally count toward degree credit. However, these courses are as challenging and rewarding as any college course.
If you want to earn an online master's or bachelor's degree in business, data science, public health, and more, Coursera offers affordable options.
Coursera's vast course catalog is sure to have topics that interest you, including courses to help you move ahead at work, boost your resume, or take a step closer to your dream career.
Visit Coursera
 Best for Name-Dropping: Harvard Online Courses 
What We Like
 Classes from Harvard. 
 Variety of subjects. 
 Browse by subject and filter to see only free courses. 
 High-quality educational resources and instructors. 
What We Don't Like
 Free courses fluctuate, and one may not be available when you want it. 
If you've dreamed of studying at Harvard, make that vision a reality. Harvard has an impressive array of online courses that anyone can take, and many are free of charge. Free courses are presented in conjunction with online learning site edX.
Browse courses in Art &amp; Design, Business, Education &amp; Teaching, Health &amp; Medicine, Social Science, and more. Courses range from one to 12 weeks, and you can filter the options to take introductory, intermediate, or advanced classes.
When you find a free course you're interested in, select Take Course, enroll in the course, and create a free edX account. Pay for a Verified Certificate if you want an official course completion document. Harvard Online Courses also has an array of paid courses starting as low as $30.
Visit Harvard Online Courses
 Best for Educational Variety: YouTube Educational Channels 
What We Like
 Excellent educational channels benefit students of all ages. 
 Find college lectures and famous speeches. 
 Free learning videos on every topic imaginable. 
What We Don't Like
 You may have to wade through less-than-stellar content to find the gems. 
YouTube is a free source of rich learning materials, including curated education-related channels and content gems you may stumble onto as you browse the YouTube offerings.
Enter any subject into the YouTube search function, and you'll find hundreds of results. While you may have to sort through some questionable videos, there are many qualified instructors and experts on the platform. Find college lectures and public speeches, as well.
Some of the best educational channels to check out on YouTube include Crash Course, with educational videos covering everything from entrepreneurship to artificial intelligence to World War II. The Ted-Ed channel has videos that convey complex topics in an easy-to-understand manner. The National Geographic channel is a must if you're passionate about nature and the environment.
The education opportunities are endless for inquiring minds of all ages.
Visit YouTube
 Best for Learning How to Code: Free Code Camp 
What We Like
 A supportive community to guide you on your coding journey. 
 More than 6,000 tutorials. 
 A searchable database of coding topics. 
 Choose the programming language you want to learn. 
What We Don't Like
 The offerings are so vast it may feel overwhelming. 
If you're interested in learning how to code, Free Code Camp is an amazing resource featuring a community of programmers. Learn to code, build projects, and earn certifications. There are thousands of videos, interactive coding lessons, articles, and an active community forum that offers project feedback, career advice, encouragement, and more.
Free Code Camp says more than 40,000 of its students have gone on to tech careers at companies such as Apple, Google, Amazon, and Microsoft. If you're looking to change careers, Free Code Camp is a great place to start.
Visit Free Code Camp
 Best for Learning a New Language: Duolingo 
What We Like
 User-friendly website and apps. 
 Gamifies learning a language to make it fun. 
 Incorporates your device's microphones and speakers to make learning more natural. 
What We Don't Like
 Not all languages are available to learn from every language. For example, German speakers can't learn Chinese. 
Read Our Duolingo Review
Duolingo is a simple, user-friendly, and intuitive way to learn a new language. Its gamified instruction methods have you earning points for right answers, racing against the clock as you complete assignments, and staying motivated with rewards.
Duolingo says there's proof its method works, with 34 hours of Duolingo instruction equivalent to a semester of a college language course.
Duolingo is free to use through its website or iOS or Android mobile apps. Upgrade to Duolingo plus if you want to remove ads.
Visit Duolingo
 Best for Practical Life and Business Skills: Learnthat.com 
What We Like
 The business category includes helpful career and job classes. 
 Tutorials are easy to digest and clearly written. 
 Summaries succinctly review what you learned. 
What We Don't Like
 Some tutorials are brief, so you may need to seek out more information. 
 Only some tutorials have videos. 
Learnthat.com offers free online tutorials for adults in four categories: business, lifestyle, personal finance, and technology. With a range of video and text-driven courses, Learnthat.com teaches practical life and business skills to help you achieve your goals.
The tutorials are generally brief compared to other course offerings but are a great place to get started. For example, business owners can learn how to do performance reviews or study the advantages of incorporating. On the tech side, you'll find a nice foundation of website and social media marketing tactics. Also, if you're getting started with managing your money, Learnthat's personal finance courses are a great place to begin.
Visit Learnthat.com
 Best for Small Business Owners: SBA Learning Center 
What We Like
 Clean, organized, and easy to use website. 
 Covers every topic a business owner might need. 
 Watch the course as an online video or read the transcript. 
 Learn at your pace. 
What We Don't Like
 You may need more in-depth information than what these 30-minute courses offer. 
The U.S. Small Business Administration (SBA) offers a wealth of resources for aspiring, new, and established business owners through its SBA Learning Center.
This assortment of free online courses is grouped into three categories: Plan Your Business, Launch Your Business, and Manage Your Business. Courses cover beginner topics such as how to write a business plan and financing options, as well as more advanced subjects, including how to sell your business and recruit and retain employees.
Find courses for yourself and your employees to help understand and grow the facets of creating a successful business.
Visit the SBA Learning Center
 Best for Professional Development: FutureLearn 
What We Like
 Clean user interface. 
 Courses from accredited institutions. 
 Gain credit toward formal qualifications. 
What We Don't Like
 Courses are free to learn, but you'll need to pay for an achievement certificate or to use credits toward degrees. 
FutureLearn's offerings are similar to those of Coursera, but FutureLearn's intuitive interface makes it easy to find ways to enhance your professional development. Take an online communication or leadership course to strengthen your management style. Take courses to boost your teaching career and skills. Or, get healthcare training to improve your medical field job prospects.
Courses are free to join and learn from. However, you'll need to pay to get a completion certificate or to apply course credits toward a degree.
Visit FutureLearn
 Best Typing Tutor: Learn 2 Type 
What We Like
 For beginner and advanced typists. 
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https://en.wikipedia.org/wiki/Massive_open_online_course
Massive open online course - Wikipedia
2011-07-10
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<div><p><a href="/wiki/File:MOOC_poster_mathplourde.png"></a></p><div><p>Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "massive open online course"</p></div></div>
<p>A <b>massive open online course</b> (<b>MOOC</b> ) or an <b>open online course</b> is an <a href="/wiki/Online_course">online course</a> aimed at unlimited participation and <a href="/wiki/Open_access">open access</a> via the <a href="/wiki/World_Wide_Web">Web</a>.<sup><a href="#cite_note-1">[1]</a></sup> In addition to traditional course materials, such as filmed lectures, readings, and <a href="/wiki/Problem_set">problem sets</a>, many MOOCs provide <a href="/wiki/Interactive_course">interactive courses</a> with user forums or social media discussions to support community interactions among students, professors, and <a href="/wiki/Teaching_assistant">teaching assistants</a> (TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in <a href="/wiki/Distance_education">distance education</a>,<sup><a href="#cite_note-CFP-2">[2]</a></sup> first introduced in 2008,<sup><a href="#cite_note-3">[3]</a></sup> that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC".<sup><a href="#cite_note-pappano-4">[4]</a></sup><sup><a href="#cite_note-NYTimes030613-5">[5]</a></sup><sup><a href="#cite_note-6">[6]</a></sup>
</p><p>Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as <a href="/wiki/Open_content">open licensing</a> of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs (xMOOCs: extended MOOCs) use closed licenses for their course materials while maintaining free access for students.<sup><a href="#cite_note-MOOC_Misnomer-7">[7]</a></sup><sup><a href="#cite_note-8">[8]</a></sup><sup><a href="#cite_note-RemixInfoWeek-9">[9]</a></sup><sup><a href="#cite_note-in_AIS_Electronic_Library_AISeL-10">[10]</a></sup>
</p>
<h2>History[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=1">edit</a>]</h2>
<div> <div><p>What is a MOOC?, December 2010</p></div></div>
<h3>Precursors[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=2">edit</a>]</h3>
<p>Before the <a href="/wiki/Digital_Age">Digital Age</a>, <a href="/wiki/Distance_learning">distance learning</a> appeared in the form of <a href="/wiki/Correspondence_courses">correspondence courses</a> in the 1890s–1920s and later radio and television broadcast of courses and early forms of <a href="/wiki/E-learning">e-learning</a>. Typically fewer than five percent of the students would complete a course.<sup><a href="#cite_note-11">[11]</a></sup> For example the Stanford Honors Cooperative Program, established in 1954, eventually offered video classes on-site at companies, at night, leading to a fully accredited Master's degree. This program was controversial because the companies paid double the normal tuition paid by full-time students.<sup><a href="#cite_note-12">[12]</a></sup> The 2000s saw changes in <a href="/wiki/E-learning">online, or e-learning</a> and distance education, with increasing online presence, open learning opportunities, and the development of MOOCs.<sup><a href="#cite_note-blogs.cetis.org.uk-13">[13]</a></sup> By 2010 audiences for the most popular college courses such as "Justice" with <a href="/wiki/Michael_J._Sandel">Michael J. Sandel</a> and "Human Anatomy" with <a href="/wiki/Marian_Diamond">Marian Diamond</a> were reaching millions.<sup><a href="#cite_note-14">[14]</a></sup>
</p>
<h3>Early approaches[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=3">edit</a>]</h3>
<p>The first MOOCs emerged from the <a href="/wiki/Open_educational_resources">open educational resources</a> (OER) movement, which was sparked by <a href="/wiki/MIT_OpenCourseWare">MIT OpenCourseWare</a> project.<sup><a href="#cite_note-15">[15]</a></sup> The OER movement was motivated from work by researchers who pointed out that class size and learning outcomes had no established connection. Here, <a href="/wiki/Daniel_Barwick">Daniel Barwick</a>'s work is the most often-cited example.<sup><a href="#cite_note-16">[16]</a></sup><sup><a href="#cite_note-17">[17]</a></sup>
</p><p>Within the OER movement, the <a href="/wiki/Wikiversity">Wikiversity</a> was founded in 2006 and the first open course on the platform was organised in 2007. Ten-week course with more than 70 students was used to test the idea of making Wikiversity an open and free platform for education in the tradition of Scandinavian free adult education, <a href="/wiki/Folk_high_school">Folk High School</a> and the <a href="/wiki/Free_school_movement">free school movement</a>.<sup><a href="#cite_note-18">[18]</a></sup> The term <i>MOOC</i> was coined in 2008 by Dave Cormier of the <a href="/wiki/University_of_Prince_Edward_Island">University of Prince Edward Island</a> in response to a course called <i>Connectivism and Connective Knowledge</i> (also known as <i>CCK08</i>). CCK08, which was led by <a href="/wiki/George_Siemens">George Siemens</a> of <a href="/wiki/Athabasca_University">Athabasca University</a> and <a href="/wiki/Stephen_Downes">Stephen Downes</a> of the <a href="/wiki/National_Research_Council_(Canada)">National Research Council</a>, consisted of 25 tuition-paying students in <a href="/wiki/Continuing_education">Extended Education</a> at the <a href="/wiki/University_of_Manitoba">University of Manitoba</a>, as well as over 2200 online students from the general public who paid nothing.<sup><a href="#cite_note-THE-19">[19]</a></sup> All course content was available through <a href="/wiki/RSS">RSS</a> feeds, and online students could participate through collaborative tools, including blog posts, threaded discussions in <a href="/wiki/Moodle">Moodle</a>, and <a href="/wiki/Second_Life">Second Life</a> meetings.<sup><a href="#cite_note-downes-20">[20]</a></sup><sup><a href="#cite_note-auto-21">[21]</a></sup><sup><a href="#cite_note-auto1-22">[22]</a></sup> Stephen Downes considers these so-called cMOOCs to be more "creative and dynamic" than the current xMOOCs, which he believes "resemble television shows or digital textbooks".<sup><a href="#cite_note-THE-19">[19]</a></sup>
</p><p>Other cMOOCs were then developed; for example, Jim Groom from The <a href="/wiki/University_of_Mary_Washington">University of Mary Washington</a> and Michael Branson Smith of <a href="/wiki/York_College,_City_University_of_New_York">York College, City University of New York</a> hosted MOOCs through several universities starting with 2011's 'Digital Storytelling' (ds106) MOOC.<sup><a href="#cite_note-GROOM-23">[23]</a></sup> MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded existing distance learning offerings (e.g., podcasts) into free and open online courses.<sup><a href="#cite_note-24">[24]</a></sup>
</p><p>Alongside the development of these open courses, other E-learning platforms emerged – such as <a href="/wiki/Khan_Academy">Khan Academy</a>, <a href="/wiki/Peer-to-Peer_University">Peer-to-Peer University</a> (P2PU), <a href="/wiki/Udemy">Udemy</a>, and <a href="/wiki/ALISON_(company)">Alison</a> – which are viewed as similar to MOOCs and work outside the university system or emphasize individual self-paced lessons.<sup><a href="#cite_note-CETIS78-25">[25]</a></sup><sup><a href="#cite_note-Chronicle-26">[26]</a></sup><sup><a href="#cite_note-DavidBornstein-27">[27]</a></sup><sup><a href="#cite_note-Information_Week-28">[28]</a></sup><sup><a href="#cite_note-NYTIMES-29">[29]</a></sup>
</p>
<h3>cMOOCs and xMOOCs[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=4">edit</a>]</h3>
<div><p><a href="/wiki/File:Timeline_of_MOOC_and_open_education_development_with_organisational_efforts_in_the_areas.png"></a></p><div><p>MOOCs and open-education timeline (updated 2015 version)<sup><a href="#cite_note-blogs.cetis.org.uk-13">[13]</a></sup><sup><a href="#cite_note-30">[30]</a></sup></p></div></div>
<p>As MOOCs developed with time, multiple conceptions of the platform seem to have emerged. Mostly two different types can be differentiated: those that emphasize a connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, several early adopters of the platform proposed the terms "cMOOC" and "xMOOC".<sup><a href="#cite_note-31">[31]</a></sup><sup><a href="#cite_note-ReferenceA-32">[32]</a></sup>
</p><p>cMOOCs are based on principles from <a href="/wiki/Connectivism">connectivist pedagogy</a> indicating that material should be <i>aggregated</i> (rather than pre-selected), <i><a href="/wiki/Remix#Broader_context">remixable</a></i>, <i>re-purposable</i>, and <i>feeding forward</i> (i.e. evolving materials should be targeted at future learning).<sup><a href="#cite_note-33">[33]</a></sup><sup><a href="#cite_note-34">[34]</a></sup><sup><a href="#cite_note-35">[35]</a></sup><sup><a href="#cite_note-36">[36]</a></sup> cMOOC instructional design approaches attempt to connect learners to each other to answer questions or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC.<sup><a href="#cite_note-37">[37]</a></sup> Andrew Ravenscroft of the London Metropolitan University claimed that connectivist MOOCs better support collaborative dialogue and knowledge building.<sup><a href="#cite_note-Ravenscroft-38">[38]</a></sup><sup><a href="#cite_note-Mak_Williams_Mackness-39">[39]</a></sup>
</p><p>xMOOCs have a much more traditional course structure. They are characterized by a specified aim of completing the course obtaining certain knowledge certification of the subject matter. They are presented typically with a clearly specified syllabus of recorded lectures and self-test problems. However, some providers require paid subscriptions for acquiring graded materials and certificates. They employ elements of the original MOOC, but are, in some effect, branded IT platforms that offer content distribution partnerships to institutions.<sup><a href="#cite_note-ReferenceA-32">[32]</a></sup> The instructor is the expert provider of knowledge, and student interactions are usually limited to asking for assistance and advising each other on difficult points.
</p>
<h2>Emergence of MOOC providers[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=5">edit</a>]</h2>
<p>According to <i><a href="/wiki/The_New_York_Times">The New York Times</a></i>, 2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including <a href="/wiki/Coursera">Coursera</a>, <a href="/wiki/Udacity">Udacity</a>, and <a href="/wiki/EdX">edX</a>.<sup><a href="#cite_note-pappano-4">[4]</a></sup>
</p>
<div><p><a href="/wiki/File:Gartner_Hype_Cycle.svg"></a></p><div><p>Dennis Yang, President of MOOC provider <a href="/wiki/Udemy">Udemy</a>, suggested in 2013 that MOOCs were in the midst of a <a href="/wiki/Hype_cycle">hype cycle</a>, with expectations undergoing a wild swing.<sup><a href="#cite_note-MOOCd_out-40">[40]</a></sup></p></div></div>
<p>During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings.<sup><a href="#cite_note-41">[41]</a></sup> Dennis Yang, President of MOOC provider Udemy, later made the point in an article for <i><a href="/wiki/The_Huffington_Post">The Huffington Post</a></i>.<sup><a href="#cite_note-42">[42]</a></sup>
</p><p>Many universities scrambled to join in the "next big thing", as did more established <a href="/wiki/Online_education">online education</a> service providers such as <a href="/wiki/Blackboard_Inc">Blackboard Inc</a>, in what has been called a "stampede". Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with the large American MOOC providers.<sup><a href="#cite_note-NYT022013-43">[43]</a></sup><sup><a href="#cite_note-pappano-4">[4]</a></sup> By early 2013, questions emerged about whether academia was "MOOC'd out".<sup><a href="#cite_note-MOOCd_out-40">[40]</a></sup><sup><a href="#cite_note-FT032013-44">[44]</a></sup> This trend was later confirmed in continuing analysis.<sup><a href="#cite_note-45">[45]</a></sup>
</p><p>The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and <a href="/wiki/Venture_capitalist">venture capitalists</a>. <i><a href="/wiki/The_Chronicle_of_Higher_Education">The Chronicle of Higher Education</a></i> lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera.<sup><a href="#cite_note-Major_players-46">[46]</a></sup>
</p><p>The larger non-profit organizations include the <a href="/wiki/Bill_%26_Melinda_Gates_Foundation">Bill &amp; Melinda Gates Foundation</a>, the <a href="/wiki/MacArthur_Foundation">MacArthur Foundation</a>, the <a href="/wiki/National_Science_Foundation">National Science Foundation</a>, and the <a href="/wiki/American_Council_on_Education">American Council on Education</a>. University pioneers include <a href="/wiki/Stanford">Stanford</a>, <a href="/wiki/Harvard">Harvard</a>, <a href="/wiki/Massachusetts_Institute_of_Technology">MIT</a>, the <a href="/wiki/University_of_Pennsylvania">University of Pennsylvania</a>, <a href="/wiki/California_Institute_of_Technology">Caltech</a>, the <a href="/wiki/University_of_Texas_at_Austin">University of Texas at Austin</a>, the <a href="/wiki/University_of_California_at_Berkeley">University of California at Berkeley</a>, and <a href="/wiki/San_Jose_State_University">San Jose State University</a>.<sup><a href="#cite_note-Major_players-46">[46]</a></sup> Related companies investing in MOOCs include <a href="/wiki/Google">Google</a> and educational publisher <a href="/wiki/Pearson_PLC">Pearson PLC</a>. Venture capitalists include <a href="/wiki/Kleiner_Perkins_Caufield_%26_Byers">Kleiner Perkins Caufield &amp; Byers</a>, <a href="/wiki/New_Enterprise_Associates">New Enterprise Associates</a> and <a href="/wiki/Andreessen_Horowitz">Andreessen Horowitz</a>.<sup><a href="#cite_note-Major_players-46">[46]</a></sup>
</p><p>In the fall of 2011, Stanford University launched three courses.<sup><a href="#cite_note-NYT71712-47">[47]</a></sup> The first of those courses was <i>Introduction Into AI</i>, launched by <a href="/wiki/Sebastian_Thrun">Sebastian Thrun</a> and <a href="/wiki/Peter_Norvig">Peter Norvig</a>. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by <a href="/wiki/Andrew_Ng">Andrew Ng</a> and <a href="/wiki/Jennifer_Widom">Jennifer Widom</a>. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and <a href="/wiki/Daphne_Koller">Daphne Koller</a> and Andrew Ng launched Coursera.<sup><a href="#cite_note-48">[48]</a></sup>
</p><p>In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with San Jose State University. In May 2013, the company announced the first entirely MOOC-based master's degree, a collaboration between Udacity, <a href="/wiki/AT%26T">AT&amp;T</a> and the <a href="/wiki/Georgia_Institute_of_Technology">Georgia Institute of Technology</a>, costing $7,000, a fraction of its normal tuition.<sup><a href="#cite_note-49">[49]</a></sup>
</p><p>Concerned about the commercialization of online education, in 2012 MIT created the not-for-profit MITx.<sup><a href="#cite_note-50">[50]</a></sup> The inaugural course, 6.002x, launched in March 2012. Harvard joined the group, renamed edX, that spring, and <a href="/wiki/University_of_California,_Berkeley">University of California, Berkeley</a> joined in the summer. The initiative then added the <a href="/wiki/University_of_Texas_System">University of Texas System</a>, <a href="/wiki/Wellesley_College">Wellesley College</a> and <a href="/wiki/Georgetown_University">Georgetown University</a>.
</p><p>In September 2013, edX announced a partnership with Google to develop MOOC.org, a site for non-xConsortium groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure.<sup><a href="#cite_note-51">[51]</a></sup> The Chinese <a href="/wiki/Tsinghua_University">Tsinghua University</a> MOOC platform XuetangX.com (launched Oct. 2013) uses the Open edX platform.<sup><a href="#cite_note-52">[52]</a></sup>
</p><p>Before 2013, each MOOC tended to develop its own delivery platform. EdX in April 2013 joined with Stanford University, which previously had its own platform called Class2Go, to work on <a href="/wiki/XBlock">XBlock</a> SDK, a joint open-source platform. It is available to the public under the <a href="/wiki/Affero_GPL">Affero GPL</a> open source license, which requires that all improvements to the platform be publicly posted and made available under the same license.<sup><a href="#cite_note-edXPressRelease-53">[53]</a></sup> Stanford Vice Provost John Mitchell said that the goal was to provide the "<a href="/wiki/Linux">Linux</a> of online learning".<sup><a href="#cite_note-Open_Source-54">[54]</a></sup> This is unlike companies such as Coursera that have developed their own platform.<sup><a href="#cite_note-courserastack-55">[55]</a></sup><sup>[<i><a href="/wiki/Wikipedia:Reliable_sources">unreliable source?</a></i>]</sup>
</p><p>By November 2013, edX offered 94 courses from 29 institutions around the world. During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics.<sup><a href="#cite_note-SA31313-56">[56]</a></sup> Udacity offered 26 courses. The number of courses offered has since increased dramatically: As of January 2016, edx offers 820 courses, Coursera offers 1580 courses and Udacity offers more than 120 courses. According to FutureLearn, the British Council's Understanding IELTS: Techniques for English Language Tests has an enrollment of over 440,000 students.<sup><a href="#cite_note-57">[57]</a></sup>
</p>
<h3>Notable providers[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=6">edit</a>]</h3>
<h3>Emergence of innovative courses[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=7">edit</a>]</h3>
<p>Early cMOOCs such as CCK08 and ds106 used innovative pedagogy (<a href="/wiki/Connectivism">Connectivism</a>), with distributed learning materials rather than a video-lecture format, and a focus on education and learning, and digital storytelling respectively<sup><a href="#cite_note-THE-19">[19]</a></sup><sup><a href="#cite_note-downes-20">[20]</a></sup><sup><a href="#cite_note-auto-21">[21]</a></sup><sup><a href="#cite_note-auto1-22">[22]</a></sup><sup><a href="#cite_note-GROOM-23">[23]</a></sup>
</p><p>Following the 2011 launch of three Stanford xMOOCs, including <i>Introduction Into AI</i>, launched by Sebastian Thrun and Peter Norvig<sup><a href="#cite_note-NYT71712-47">[47]</a></sup> a number of other innovative courses have emerged. As of May 2014, more than 900 MOOCs are offered by US universities and colleges. As of February 2013, dozens of universities had affiliated with MOOCs, including many international institutions.<sup><a href="#cite_note-NYT022013-43">[43]</a></sup><sup><a href="#cite_note-CHE022113-58">[58]</a></sup> In addition, some organisations operate their own MOOCs – including Google's Power Search.
</p><p>A range of courses have emerged; "There was a real question of whether this would work for humanities and social science", said Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and science courses<sup><a href="#cite_note-wsj1013-59">[59]</a></sup> even though the corresponding completion rates are lower.<sup><a href="#cite_note-in_AIS_Electronic_Library_AISeL-10">[10]</a></sup>
</p><p>In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist.<sup><a href="#cite_note-VihavainenMOOC2012-60">[60]</a></sup> The course has been offered recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki.<sup><a href="#cite_note-VihavainenMOOC2012-60">[60]</a></sup><sup><a href="#cite_note-61">[61]</a></sup> At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there have been over 8000 participants in their MOOCs altogether.<sup><a href="#cite_note-62">[62]</a></sup>
</p><p>On 18 June 2012, Ali Lemus from <a href="/wiki/Galileo_University">Galileo University</a><sup><a href="#cite_note-63">[63]</a></sup> launched the first Latin American MOOC titled "Desarrollando Aplicaciones para iPhone y iPad"<sup><a href="#cite_note-64">[64]</a></sup> This MOOC is a Spanish remix of Stanford University's popular "CS 193P iPhone Application Development" and had 5,380 students enrolled. The technology used to host the MOOC was the Galileo Educational System platform (GES) which is based on the .LRN project.<sup><a href="#cite_note-65">[65]</a></sup>
</p><p>"Gender Through Comic Books" was a course taught by <a href="/wiki/Ball_State_University">Ball State University</a>'s Christina Blanch on Instructure's Canvas Network, a MOOC platform launched in November 2012.<sup><a href="#cite_note-comicbook-66">[66]</a></sup> The course used examples from <a href="/wiki/Comic_books">comic books</a> to teach academic concepts about gender and perceptions.<sup><a href="#cite_note-digitalspy-67">[67]</a></sup>
</p><p>In November 2012, the <a href="/wiki/University_of_Miami">University of Miami</a> launched its first high school MOOC as part of Global Academy, its online high school. The course became available for high school students preparing for the <a href="/wiki/SAT">SAT</a> Subject Test in biology.<sup><a href="#cite_note-68">[68]</a></sup>
</p><p>During the Spring 2013 semester, <a href="/wiki/Cathy_Davidson">Cathy Davidson</a> and <a href="/wiki/Dan_Ariely">Dan Ariely</a> taught the "Surprise Endings: Social Science and Literature" a <a href="/wiki/Small_private_online_course">SPOC</a> course taught in-person at Duke University and also as a MOOC, with students from Duke running the online discussions.<sup><a href="#cite_note-pappano-4">[4]</a></sup>
</p><p>In the UK of summer 2013, Physiopedia ran their first MOOC regarding Professional Ethics in collaboration with University of the Western Cape in South Africa.<sup><a href="#cite_note-69">[69]</a></sup> This was followed by a second course in 2014, Physiotherapy Management of Spinal Cord Injuries, which was accredited by the <a href="/wiki/World_Confederation_for_Physical_Therapy">World Confederation of Physical Therapy</a> and attracted approximately 4000 participants with a 40% completion rate.<sup><a href="#cite_note-70">[70]</a></sup><sup><a href="#cite_note-71">[71]</a></sup> Physiopedia is the first provider of physiotherapy/physical therapy MOOCs, accessible to participants worldwide.<sup><a href="#cite_note-72">[72]</a></sup>
</p><p>In March 2013, Coursolve piloted a <a href="/wiki/Crowdsourced">crowdsourced</a> business strategy course for 100 organizations with the University of Virginia.<sup><a href="#cite_note-73">[73]</a></sup> A data science MOOC began in May 2013.<sup><a href="#cite_note-74">[74]</a></sup>
</p><p>In May 2013, Coursera announced free e-books for some courses in partnership with <a href="/wiki/Chegg">Chegg</a>, an online textbook-rental company. Students would use Chegg's <a href="/wiki/E-reader">e-reader</a>, which limits copying and printing and could use the book only while enrolled in the class.<sup><a href="#cite_note-etext-75">[75]</a></sup>
</p><p>In June 2013, the <a href="/wiki/University_of_North_Carolina_at_Chapel_Hill">University of North Carolina at Chapel Hill</a> launched Skynet University,<sup><a href="#cite_note-76">[76]</a></sup> which offers MOOCs on introductory astronomy. Participants gain access to the university's global network of <a href="/wiki/Robotic_telescope">robotic telescopes</a>, including those in the Chilean Andes and Australia.
</p><p>In July 2013 the <a href="/wiki/University_of_Tasmania">University of Tasmania</a> launched <i>Understanding Dementia</i>. The course had a completion rate of (39%),<sup><a href="#cite_note-77">[77]</a></sup> the course was recognized in the journal <a href="/wiki/Nature_(journal)">Nature</a>.<sup><a href="#cite_note-78">[78]</a></sup>
</p><p>Startup Veduca<sup><a href="#cite_note-79">[79]</a></sup> launched the first MOOCs in Brazil, in partnership with the <a href="/wiki/University_of_S%C3%A3o_Paulo">University of São Paulo</a> in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury.<sup><a href="#cite_note-80">[80]</a></sup> In the first two weeks following the launch at <a href="/wiki/Polytechnic_School_of_the_University_of_S%C3%A3o_Paulo">Polytechnic School of the University of São Paulo</a>, more than 10,000 students enrolled.<sup><a href="#cite_note-CHE8513-81">[81]</a></sup><sup><a href="#cite_note-82">[82]</a></sup>
</p><p>Startup Wedubox (finalist at MassChallenge 2013)<sup><a href="#cite_note-83">[83]</a></sup> launched the first MOOC in finance and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in Dec 2013 only 2 months after the launch.<sup>[<i><a href="/wiki/Wikipedia:Citation_needed">citation needed</a></i>]</sup>
</p><p>In January 2014, Georgia Institute of Technology partnered with Udacity and AT&amp;T to launch their <a href="/wiki/Georgia_Tech_Online_Master_of_Science_in_Computer_Science">Online Master of Science in Computer Science</a> (OMSCS). Priced at $7,000, OMSCS was the first <i>MOOD</i> (massive online open degree) (Master's degree) in <a href="/wiki/Computer_science">computer science</a>.<sup><a href="#cite_note-Forbes-84">[84]</a></sup><sup><a href="#cite_note-HuffingtonPost-85">[85]</a></sup><sup><a href="#cite_note-Time-86">[86]</a></sup>
</p><p>In September 2014, the high street retailer, <a href="/wiki/Marks_%26_Spencer">Marks &amp; Spencer</a> partnered up with <a href="/wiki/University_of_Leeds">University of Leeds</a> to construct an MOOC business course "which will use case studies from the Company Archive alongside research from the University to show how innovation and people are key to business success. The course will be offered by the UK based MOOC platform, FutureLearn.<sup><a href="#cite_note-87">[87]</a></sup>
</p><p>On 16 March 2015, the <a href="/wiki/University_of_Cape_Town">University of Cape Town</a> launched its first MOOC, <i>Medicine and the Arts</i> on the UK-led platform, <a href="/wiki/Futurelearn">Futurelearn</a>.<sup><a href="#cite_note-88">[88]</a></sup>
</p><p>In July 2015, OpenClassrooms, jointly with IESA Multimedia, launched the first MOOC-based bachelor's degree in multimedia project management recognized by a French state.<sup><a href="#cite_note-89">[89]</a></sup>
</p><p>In January 2018, <a href="/wiki/Brown_University">Brown University</a> opened its first "game-ified" course on <a href="/wiki/EdX">EdX</a>. Titled <i>Fantastic Places, Unhuman Humans: Exploring Humanity Through Literature</i> by Professor James Egan. It featured a storyline and plot to help Leila, a lost humanoid wandering different worlds, in which a learner had to play mini games to advance through the course.<sup><a href="#cite_note-90">[90]</a></sup>
</p><p>The <a href="/wiki/Pacific_Open_Learning_Health_Net">Pacific Open Learning Health Net</a>, set up by the <a href="/wiki/WHO">WHO</a> in 2003, developed an online learning platform in 2004–05 for continuing development of health professionals. Courses were originally delivered by Moodle, but were looking more like other MOOCs by 2012.<sup><a href="#cite_note-91">[91]</a></sup>
</p>
<h2>Student experience and pedagogy[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=8">edit</a>]</h2>
<h3>Students served[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=9">edit</a>]</h3>
<p>By June 2012, more than 1.5 million people had registered for classes through Coursera, Udacity or edX.<sup><a href="#cite_note-92">[92]</a></sup><sup><a href="#cite_note-93">[93]</a></sup> As of 2013, the range of students registered appears to be broad, diverse and non-traditional, but concentrated among English-speakers in rich countries. By March 2013, Coursera alone had registered about 2.8 million learners.<sup><a href="#cite_note-SA31313-56">[56]</a></sup> By October 2013, Coursera enrollment continued to surge, surpassing 5 million, while edX had independently reached 1.3 million.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup>
</p>
<table>
<caption>Coursera enrollees
</caption>
<tbody><tr>
<th>Country</th>
<th>Percentage
</th></tr>
<tr>
<td>United States</td>
<td>27.7%
</td></tr>
<tr>
<td>India</td>
<td>8.8%
</td></tr>
<tr>
<td>Brazil</td>
<td>5.1%
</td></tr>
<tr>
<td>United Kingdom</td>
<td>4.4%
</td></tr>
<tr>
<td>Spain</td>
<td>4.0%
</td></tr>
<tr>
<td>Canada</td>
<td>3.6%
</td></tr>
<tr>
<td>Australia</td>
<td>2.3%
</td></tr>
<tr>
<td>Russia</td>
<td>2.2%
</td></tr>
<tr>
<td>Rest of world</td>
<td>41.9%
</td></tr></tbody></table>
<p>A course billed as "Asia's first MOOC" given by the <a href="/wiki/Hong_Kong_University_of_Science_and_Technology">Hong Kong University of Science and Technology</a> through Coursera starting in April 2013 registered 17,000 students. About 60% were from "rich countries" with many of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been discouraged by Chinese government policies.<sup><a href="#cite_note-HK_MOOC-94">[94]</a></sup>
</p><p>Koller stated in May 2013 that a majority of the people taking Coursera courses had already earned college degrees.<sup><a href="#cite_note-95">[95]</a></sup>
</p><p>According to a Stanford University study of a more general group of students "active learners" – anybody who participated beyond just registering – found that 64% of high school active learners were male and 88% were male for undergraduate- and graduate-level courses.<sup><a href="#cite_note-lytics-96">[96]</a></sup>
</p><p>A study from Stanford University's Learning Analytics group identified four types of students: auditors, who watched video throughout the course, but took few quizzes or exams; completers, who viewed most lectures and took part in most assessments; disengaged learners, who quickly dropped the course; and sampling learners, who might only occasionally watch lectures.<sup><a href="#cite_note-lytics-96">[96]</a></sup> They identified the following percentages in each group:<sup><a href="#cite_note-Decon_Diseng-97">[97]</a></sup>
</p>
<table>
<tbody><tr>
<th>Course
</th>
<th>Auditing
</th>
<th>Completing
</th>
<th>Disengaging
</th>
<th>Sampling
</th></tr>
<tr>
<th>High school
</th>
<td>6%
</td>
<td>27%
</td>
<td>29%
</td>
<td>39%
</td></tr>
<tr>
<th>Undergraduate
</th>
<td>6%
</td>
<td>8%
</td>
<td>12%
</td>
<td>74%
</td></tr>
<tr>
<th>Graduate
</th>
<td>9%
</td>
<td>5%
</td>
<td>6%
</td>
<td>80%
</td></tr></tbody></table>
<p>Jonathan Haber focused on questions of what students are learning and student demographics. About half the students taking US courses are from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. Video lectures followed by multiple choice questions can be challenging since they are often the "right questions". Smaller discussion boards paradoxically offer the best conversations. Larger discussions can be "really, really thoughtful and really, really misguided", with long discussions becoming rehashes or "the same old stale left/right debate".<sup><a href="#cite_note-BG_Haber-98">[98]</a></sup>
</p><p>MIT and Stanford University offered initial MOOCs in Computer Science and Electrical Engineering. Since engineering courses need prerequisites so at the outset upper-level engineering courses were nearly absent from the MOOC list. By 2015, several universities were presenting undergraduate and advanced-level engineering courses.<sup><a href="#cite_note-ICTEE2015-99">[99]</a></sup><sup><a href="#cite_note-MITE2014-100">[100]</a></sup><sup><a href="#cite_note-SEE2012-101">[101]</a></sup>
</p>
<h3>Educator experience[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=10">edit</a>]</h3>
<p>In 2013, the <a href="/wiki/Chronicle_of_Higher_Education">Chronicle of Higher Education</a> surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation", though some instructors' pre-class preparation was "a few dozen hours". The professors then spent 8–10 hours per week on the course, including participation in discussion forums.<sup><a href="#cite_note-Chron_survey-102">[102]</a></sup>
</p><p>The medians were: 33,000 students enrollees; 2,600 passing; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos, 75% used open educational resources and 27% used other resources. 9% of the classes required a physical textbook and 5% required an e-book.<sup><a href="#cite_note-Chron_survey-102">[102]</a></sup><sup><a href="#cite_note-additional_results-103">[103]</a></sup>
</p><p>Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Georgia Tech professor <a href="/wiki/Karen_Head">Karen Head</a> reports that 19 people work on their MOOCs and that more are needed.<sup><a href="#cite_note-GTech-104">[104]</a></sup> The platforms have availability requirements similar to media/content sharing websites, due to the large number of enrollees. MOOCs typically use <a href="/wiki/Cloud_computing">cloud computing</a> and are often created with <a href="/wiki/Authoring_system">authoring systems</a>. Authoring tools for the creation of MOOCs are specialized packages of <a href="/wiki/Educational_software">educational software</a> like <a href="/wiki/Elicitus">Elicitus</a>, <a href="/wiki/IMC_Content_Studio">IMC Content Studio</a> and <a href="/w/index.php?title=Lectora&amp;action=edit&amp;redlink=1">Lectora</a> that are easy-to-use and support e-learning standards like <a href="/wiki/SCORM">SCORM</a> and <a href="/wiki/Aviation_Industry_Computer-Based_Training_Committee">AICC</a>.
</p>
<h3>Completion rates[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=11">edit</a>]</h3>
<p>Despite their potential to support learning and education, MOOCs have a major concern related to attrition rates and course drop out. Even though the number of learners who enroll in the courses tends to be in the thousands range, only a very small portion of the enrolled learners complete the course. According to the visualizations and analysis conducted by Katy Jordan (2015),<sup><a href="#cite_note-105">[105]</a></sup> the investigated MOOCs have a typical enrollment of 25,000, even though enrollment has reached a value up to ~230,000. Jordan reports that the average completion rate for such MOOCs is approximately 15%. Early data from Coursera suggest a completion rate of 7–9%.<sup><a href="#cite_note-KatW-106">[106]</a></sup> Coffrin et al. (2012)<sup><a href="#cite_note-107">[107]</a></sup> report the completion rates are even lower (between 3 and 5%), while they say there is a consistent and noticeable decline in the number of students who participate in the course every week. Others<sup><a href="#cite_note-KatW-106">[106]</a></sup><sup><a href="#cite_note-108">[108]</a></sup><sup><a href="#cite_note-109">[109]</a></sup><sup><a href="#cite_note-110">[110]</a></sup><sup><a href="#cite_note-111">[111]</a></sup> have also shown attrition rates similar to Coffrin. One example is the course <i>Bioelectricity, in the Fall of 2012</i> at Duke University, where 12,725 students enrolled, but only 7,761 ever watched a video, 3,658 attempted a quiz, 345 attempted the final exam, and 313 passed, earning a certificate.<sup><a href="#cite_note-112">[112]</a></sup><sup><a href="#cite_note-113">[113]</a></sup> Students paying $50 for a feature (designed to prevent cheating on exams) have completion rates of about 70%.<sup><a href="#cite_note-dropout-114">[114]</a></sup> Yang et al. (2013)<sup><a href="#cite_note-115">[115]</a></sup> suggest that even though there is a large proportion of students who drop out early on due to a variety of reasons, there is a significant proportion of the students who remain in the course and drop out later, thus causing attrition to happen over time.
</p><p>Before analyzing some factors which is related to attrition rates and course drop out, one important thing one should keep in mind is that average completion rate for MOOCs is not a good indicator. Completion rate does not reflect the overall view of every student because different students have diverse purposes.<sup><a href="#cite_note-:5-116">[116]</a></sup> For example, Khe Foon Hew (2016)<sup><a href="#cite_note-:5-116">[116]</a></sup> indicates that some students take part in the MOOCs just for interest or finding extrinsic value of course. They drop the course if the course does not satisfy their purpose. However, completion rate is objective enough to reflect engagement of students.
</p><p>Much research has investigated why students drop out of MOOC courses or what factors could contribute to them dropping out. For example, <a href="/wiki/Carolyn_Ros%C3%A9">Carolyn Rosé</a> et al. (2014)<sup><a href="#cite_note-:1-117">[117]</a></sup> investigate how three social factors make predictions on student attrition, for students who participated in the course discussion forum. The authors found that students who serve as authorities in the community seem to be more committed to the community and thus less inclined to drop out the course. In addition, students who actively participated in the course since the first week were 35% less likely to drop out of the course, compared with the average population. Lastly, the analysis of the patterns of attrition in a sub community showed that attrition was related to the engagement of the particular students with one another. One interpretation of this finding according to Rosé et al. (2014)<sup><a href="#cite_note-:1-117">[117]</a></sup> is that while participating in MOOCs, students create virtual cohorts who progress and engage with the material in similar ways. Thus, if students start dropping out, then that might cause other students to drop out as they might perceive the environment as less supportive or engaging without their peers.
</p><p>Other studies focus on exploring how motivation and self-regulated learning could be related to MOOC dropout and attrition. Carson (2002)<sup><a href="#cite_note-118">[118]</a></sup> investigated characteristics of self-directed learning in students of grades 8–12 who took online courses through a statewide online program. Two of the hypothesis that the study explored were whether there exist underlying distinct classes (categories) of self-regulated learners and if the membership in these classes was associated with measures such significantly different online course completion, online final grade, or GPA. The results show that there exist different latent classes of self-regulated learning within the population of online students, designated as high, moderate, and low self-directed learning. In addition, the results support the hypothesis that there is an association between the self-directed learning class the student belongs to with the significantly different course completion rate or course achievement (course achievement was measured by the completion of the online courses, the final online course grade and the cumulative GPA). In other words, course completion and self-directed learning in students were found to be significantly related.
</p><p>One online survey published a "top ten" list of reasons for dropping out of a MOOC.<sup><a href="#cite_note-Open_culture_1-119">[119]</a></sup> The list involved reasons such as the course required too much time, or was too difficult or too basic. Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack of a proper introduction to course technology and format, clunky technology and abuse on discussion boards. Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material.<sup><a href="#cite_note-in_AIS_Electronic_Library_AISeL-10">[10]</a></sup> Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential. Other reasons for the poor completion rates include the workload, length and difficulty of a course.<sup><a href="#cite_note-in_AIS_Electronic_Library_AISeL-10">[10]</a></sup> In addition, some participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times.<sup><a href="#cite_note-120">[120]</a></sup>
</p><p>Besides those factors cause the low completion rate in MOOCs, the inequality on receiving knowledge affected by different characters of individuals also has a huge influence on the consequence of completion rate. Actually, MOOC is not as fair as we expected. Russian researchers Semenova, T.V. and Rudakova, L.M (2016), indicate that MOOC is designed to decrease the unequal access to getting knowledge, but that does not mean every individual can enjoy the same equality in course completion rate. From their research, there are three main factors that cause inequality, which are degree of education, experience of MOOCs and gender. The survey shows that 18% of high-education students complete the course while only 3% low-education students complete. To be more visualized, 84–88% of students who have completed the course are high-educational. What's more, among students who have completed the course, 65–80% of students have at least one experience of using online learning platform comparing to 6–31% of students who have no experience. Gender also influences the completion rate. In general, 6–7% more men than women complete the course because women are supposed to do household in many countries, which distracts women's attention in learning.<sup><a href="#cite_note-121">[121]</a></sup>
</p><p>The effectiveness of MOOCs is an open question as completion rates are substantially less than traditional online education courses.<sup><a href="#cite_note-Yousef-122">[122]</a></sup><sup><a href="#cite_note-Khaled_M_2014-123">[123]</a></sup> Alraimi et al. (2015) explained in their research model a substantial percentage of the variance for the intention to continue using MOOCs, which is significantly influenced by perceived reputation, perceived openness, perceived usefulness, and perceived user satisfaction. Perceived reputation and perceived openness were the strongest predictors and have not previously been examined in the context of MOOCs
</p><p>However, research indicates that completion rates is not the right metric to measure success of MOOCs. Alternate metrics are proposed to measure effectiveness of MOOCs and online learning.<sup><a href="#cite_note-Khaled_M_2014-123">[123]</a></sup>
</p>
<h3>Instructional design[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=12">edit</a>]</h3>
<table><tbody><tr><th>External video</th></tr><tr><td><a href="/wiki/File:Duke_Chapel_spire.jpg"></a></td></tr><tr><td> <a href="https://www.youtube.com/watch?v=JKbPNx2TSgM">10 Steps to Developing an Online Course: Walter Sinnott-Armstrong</a> on <a href="/wiki/YouTube">YouTube</a>, <a href="/wiki/Duke_University">Duke University</a><sup><a href="#cite_note-Duke_U-124">[124]</a></sup></td></tr><tr><td> <a href="https://www.slideshare.net/gsiemens/designing-and-running-a-mooc">Designing, developing and running (Massive) Online Courses</a> by <a href="/wiki/George_Siemens">George Siemens</a>, <a href="/wiki/Athabasca_University">Athabasca University</a><sup><a href="#cite_note-Atha_U-125">[125]</a></sup></td></tr></tbody></table>
<p>Many MOOCs use video <a href="/wiki/Lecture">lectures</a>, employing the old form of teaching (lecturing) using a new technology.<sup><a href="#cite_note-Yousef-122">[122]</a></sup><sup><a href="#cite_note-EReality-126">[126]</a></sup> Thrun testified before the <a href="/wiki/President%E2%80%99s_Council_of_Advisors_on_Science_and_Technology">President’s Council of Advisors on Science and Technology</a> (PCAST) that MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself".<sup><a href="#cite_note-Librarians_and_the_Era_of_the_MOOC-127">[127]</a></sup>
</p><p>Some view the videos and other material produced by the MOOC as the next form of the textbook. "MOOC is the new textbook", according to David Finegold of <a href="/wiki/Rutgers_University">Rutgers University</a>.<sup><a href="#cite_note-128">[128]</a></sup> A study of edX student habits found that certificate-earning students generally stop watching videos longer than 6 to 9 minutes. They viewed the first 4.4 minutes (median) of 12- to 15-minute videos.<sup><a href="#cite_note-129">[129]</a></sup> Some traditional schools blend online and offline learning, sometimes called flipped classrooms. Students watch lectures online at home and work on projects and interact with faculty while in class. Such hybrids can even improve student performance in traditional in-person classes. One fall 2012 test by San Jose State and edX found that incorporating content from an online course into a for-credit campus-based course increased pass rates to 91% from as low as 55% without the online component. "We do not recommend selecting an online-only experience over a blended learning experience", says Coursera's Andrew Ng.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup>
</p><p>Because of massive enrollments, MOOCs require instructional design that facilitates large-scale feedback and interaction. The two basic approaches are:
</p>
<ul><li>Peer-review and group collaboration</li>
<li>Automated feedback through objective, online assessments, e.g. quizzes and exams<sup><a href="#cite_note-DoF_1-130">[130]</a></sup> Machine grading of written assignments is also underway.<sup><a href="#cite_note-IHE_1-131">[131]</a></sup></li></ul>
<p>So-called connectivist MOOCs rely on the former approach; broadcast MOOCs rely more on the latter.<sup><a href="#cite_note-132">[132]</a></sup> This marks a key distinction between <a href="#Connectivist_design">cMOOCs</a> where the 'C' stands for 'connectivist', and xMOOCs where the x stands for extended (as in TEDx, edX) and represents that the MOOC is designed to be in addition to something else (university courses for example).<sup><a href="#cite_note-xMOOC_def-133">[133]</a></sup>
</p><p>Assessment can be the most difficult activity to conduct online, and online assessments can be quite different from the brick-and-mortar version.<sup><a href="#cite_note-DoF_1-130">[130]</a></sup> Special attention has been devoted to proctoring and cheating.<sup><a href="#cite_note-NYT030212-134">[134]</a></sup>
</p><p>Peer review is often based upon sample answers or <a href="/wiki/Rubric_(academic)">rubrics</a>, which guide the grader on how many points to award different answers. These rubrics cannot be as complex for peer grading as for teaching assistants. Students are expected to learn via grading others<sup><a href="#cite_note-135">[135]</a></sup> and become more engaged with the course.<sup><a href="#cite_note-in_AIS_Electronic_Library_AISeL-10">[10]</a></sup> Exams may be proctored at regional testing centers. Other methods, including "eavesdropping technologies worthy of the C.I.A.", allow testing at home or office, by using webcams, or monitoring mouse clicks and typing styles.<sup><a href="#cite_note-NYT030212-134">[134]</a></sup> Special techniques such as <a href="/wiki/Computerized_adaptive_testing">adaptive testing</a> may be used, where the test tailors itself given the student's previous answers, giving harder or easier questions accordingly.
</p><p>"The most important thing that helps students succeed in an online course is interpersonal interaction and support", says Shanna Smith Jaggars, assistant director of <a href="/wiki/Columbia_University">Columbia University</a>'s <a href="/wiki/Community_College_Research_Center">Community College Research Center</a>. Her research compared online-only and face-to-face learning in studies of community-college students and faculty in Virginia and Washington state. Among her findings: In Virginia, 32% of students failed or withdrew from for-credit online courses, compared with 19% for equivalent in-person courses.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup>
</p><p>Assigning mentors to students is another interaction-enhancing technique.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup> In 2013 Harvard offered a popular class, <i>The Ancient Greek Hero</i>, instructed by <a href="/wiki/Gregory_Nagy">Gregory Nagy</a> and taken by thousands of Harvard students over prior decades. It appealed to alumni to volunteer as online mentors and discussion group managers. About 10 former teaching fellows also volunteered. The task of the volunteers, which required 3–5 hours per week, was to focus on online class discussion. The edX course registered 27,000 students.<sup><a href="#cite_note-NYT032513-136">[136]</a></sup>
</p><p>Research by Kop and Fournier<sup><a href="#cite_note-oltraining6-137">[137]</a></sup> highlighted as major challenges the lack of social presence and the high level of autonomy required. Techniques for maintaining connection with students include adding audio comments on assignments instead of writing them, participating with students in the discussion forums, asking brief questions in the middle of the lecture, updating weekly videos about the course and sending congratulatory emails on prior accomplishments to students who are slightly behind.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup> Grading by peer review has had mixed results. In one example, three fellow students grade one assignment for each assignment that they submit. The grading key or rubric tends to focus the grading, but discourages more creative writing.<sup><a href="#cite_note-BG_Haber-98">[98]</a></sup>
</p><p><a href="/wiki/A._J._Jacobs">A. J. Jacobs</a> in an op-ed in <i><a href="/wiki/The_New_York_Times">The New York Times</a></i> graded his experience in 11 MOOC classes overall as a "B".<sup><a href="#cite_note-AJJ-138">[138]</a></sup> He rated his professors as '"B+", despite "a couple of clunkers", even comparing them to pop stars and "A-list celebrity professors". Nevertheless, he rated teacher-to-student interaction as a "D" since he had almost no contact with the professors. The highest-rated ("A") aspect of Jacobs' experience was the ability to watch videos at any time. Student-to-student interaction and assignments both received "B−". Study groups that did not meet, <a href="/wiki/Troll_(Internet)">trolls</a> on message boards and the relative slowness of online vs. personal conversations lowered that rating. Assignments included multiple-choice quizzes and exams as well as essays and projects. He found the multiple-choice tests stressful and peer-graded essays painful. He completed only 2 of the 11 classes.<sup><a href="#cite_note-AJJ-138">[138]</a></sup><sup><a href="#cite_note-NPR_AJ-139">[139]</a></sup>
</p>
<h2>Information architecture[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=13">edit</a>]</h2>
<p>When searching for the desired course, the courses are usually organized by "most popular" or a "topical scheme". Courses planned for synchronous learning are structured as an exact organizational scheme called a chronological scheme,<sup><a href="#cite_note-:4-140">[140]</a></sup> Courses planned for <a href="/wiki/Asynchronous_learning">asynchronous learning</a> are also presented as a chronological scheme, but the order the information is learned as a hybrid scheme. In this way it can be harder to understand the course content and complete, because they are not based on an existing <a href="/wiki/Mental_model">mental model</a>.<sup><a href="#cite_note-:4-140">[140]</a></sup>
</p>
<h2>Industry[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=14">edit</a>]</h2>
<p>MOOCs are widely seen as a major part of a larger <a href="/wiki/Disruptive_innovation">disruptive innovation</a> taking place in higher education.<sup><a href="#cite_note-avalanche-141">[141]</a></sup><sup><a href="#cite_note-Times_HE-142">[142]</a></sup><sup><a href="#cite_note-143">[143]</a></sup> In particular, the many services offered under traditional university business models are predicted to become <a href="/wiki/Unbundling">unbundled</a> and sold to students individually or in newly formed bundles.<sup><a href="#cite_note-KCarey-144">[144]</a></sup><sup><a href="#cite_note-NHarden-145">[145]</a></sup> These services include research, curriculum design, content generation (such as textbooks), teaching, assessment and certification (such as granting degrees) and student placement. MOOCs threaten existing business models by potentially selling teaching, assessment, or placement separately from the current package of services.<sup><a href="#cite_note-avalanche-141">[141]</a></sup><sup><a href="#cite_note-Zhu-146">[146]</a></sup><sup><a href="#cite_note-Shirky-147">[147]</a></sup>
</p><p>President <a href="/wiki/Barack_Obama">Barack Obama</a> has cited recent developments, including the online learning innovations at <a href="/wiki/Carnegie_Mellon_University">Carnegie Mellon University</a>, <a href="/wiki/Arizona_State_University">Arizona State University</a> and <a href="/wiki/Georgia_Tech">Georgia Institute of Technology</a>, as having potential to reduce the rising costs of higher education.<sup><a href="#cite_note-WhiteHouse-148">[148]</a></sup>
</p><p>James Mazoue, Director of Online Programs at <a href="/wiki/Wayne_State_University">Wayne State University</a> describes one possible innovation:
</p>
<blockquote><p>The next disruptor will likely mark a tipping point: an entirely free online curriculum leading to a degree from an accredited institution. With this new business model, students might still have to pay to certify their credentials, but not for the process leading to their acquisition. If free access to a degree-granting curriculum were to occur, the business model of higher education would dramatically and irreversibly change.<sup><a href="#cite_note-Mazoue-149">[149]</a></sup></p></blockquote>
<p>But how universities will benefit by "giving our product away free online" is unclear.<sup><a href="#cite_note-NYT010613-150">[150]</a></sup>
</p>
<blockquote><p>No one's got the model that's going to work yet. I expect all the current ventures to fail, because the expectations are too high. People think something will catch on like wildfire. But more likely, it's maybe a decade later that somebody figures out how to do it and make money.</p><p>— <cite>James Grimmelmann, New York Law School professor<sup><a href="#cite_note-NYT010613-150">[150]</a></sup></cite></p></blockquote>
<p>Principles of <a href="/wiki/Openness">openness</a> inform the creation, structure and operation of MOOCs. The extent to which practices of Open Design in educational technology<sup><a href="#cite_note-151">[151]</a></sup> are applied vary.
</p>
<table>
<caption>Attributes of major MOOC providers,<sup><a href="#cite_note-152">[152]</a></sup> with update<sup><a href="#cite_note-153">[153]</a></sup>
</caption>
<tbody><tr>
<th>Initiatives</th>
<th>Nonprofit</th>
<th>Free to access</th>
<th>Certification fee</th>
<th>Institutional credits
</th></tr>
<tr>
<th>edX
</th>
<td>No</td>
<td>Partial</td>
<td>Yes</td>
<td>Partial
</td></tr>
<tr>
<th>Coursera
</th>
<td>No</td>
<td>Partial</td>
<td>Yes</td>
<td>Partial
</td></tr>
<tr>
<th>Udacity
</th>
<td>No</td>
<td>Partial</td>
<td>Yes</td>
<td>Partial
</td></tr>
<tr>
<th>Udemy
</th>
<td>No</td>
<td>Partial</td>
<td>Yes</td>
<td>Partial
</td></tr>
<tr>
<th>P2PU
</th>
<td>Yes</td>
<td>Yes</td>
<td>No</td>
<td>No
</td></tr></tbody></table>
<h3>Fee opportunities[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=15">edit</a>]</h3>
<p>In the <a href="/wiki/Freemium">freemium</a> business model, the basic product – the course content – is given away free. "Charging for content would be a tragedy", said Andrew Ng. But "premium" services such as certification or placement would be charged a fee – however financial aids are given in some cases.<sup><a href="#cite_note-SA31313-56">[56]</a></sup>
</p><p>Course developers could charge licensing fees for educational institutions that use its materials. Introductory or "gateway" courses and some remedial courses may earn the most fees. Free introductory courses may attract new students to follow-on fee-charging classes. Blended courses supplement MOOC material with face-to-face instruction. Providers can charge employers for recruiting its students. Students may be able to pay to take a proctored exam to earn transfer credit at a degree-granting university, or for certificates of completion.<sup><a href="#cite_note-NYT010613-150">[150]</a></sup> Udemy allows teachers to sell online courses, with the course creators keeping 70–85% of the proceeds and <a href="/wiki/Intellectual_property_rights">intellectual property rights</a>.<sup><a href="#cite_note-154">[154]</a></sup>
</p><p>Coursera found that students who paid $30 to $90 were substantially more likely to finish the course. The fee was ostensibly for the company's identity-verification program, which confirms that they took and passed a course.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup>
</p>
<table>
<caption>Overview of potential revenue sources for three MOOC providers<sup><a href="#cite_note-TechCrunch-155">[155]</a></sup><sup><a href="#cite_note-CETIS-156">[156]</a></sup>
</caption>
<tbody><tr>
<th>edX
</th>
<th>Coursera
</th>
<th>Udacity
</th></tr>
<tr>
<td>
<ul><li>Certification</li>
<li>College credits</li>
<li>Human tutoring or assignment marking</li>
<li>Financial aid</li>
<li>Proctored examinations</li></ul>
</td>
<td>
<ul><li>Certification</li>
<li>Secure assessments</li>
<li>Employee recruitment</li>
<li>Applicant screening</li>
<li>Human tutoring or assignment marking</li>
<li>Enterprises pay to run their own training courses</li>
<li>Sponsorships</li>
<li>Tuition fees</li>
<li>Transcript services (not disclosed to students yet)</li></ul>
</td>
<td>
<ul><li>Certification</li>
<li>Employers paying to recruit talented students</li>
<li>Students' résumés and job match services</li>
<li>Sponsored high-tech skills courses</li></ul>
</td></tr></tbody></table>
<p>In February 2013, the American Council on Education (ACE) recommended that its members provide transfer credit from a few MOOC courses, though even the universities who deliver the courses had said that they would not.<sup><a href="#cite_note-WSJ020713-157">[157]</a></sup> The <a href="/wiki/University_of_Wisconsin">University of Wisconsin</a> offered multiple, <a href="/wiki/Competency-based_learning">competency-based</a> <a href="/wiki/Bachelor%27s_degree">bachelor's</a> and <a href="/wiki/Master%27s_degree">master's</a> degrees starting Fall 2013, the first public university to do so on a system-wide basis. The university encouraged students to take online-courses such as MOOCs and complete assessment tests at the university to receive credit.<sup><a href="#cite_note-no_takers-158">[158]</a></sup> As of 2013 few students had applied for college credit for MOOC classes.<sup><a href="#cite_note-159">[159]</a></sup> <a href="/wiki/Colorado_State_University-Global_Campus">Colorado State University-Global Campus</a> received no applications in the year after they offered the option.<sup><a href="#cite_note-no_takers-158">[158]</a></sup>
</p><p>Academic Partnerships is a company that helps public universities move their courses online. According to its chairman, Randy Best, "We started it, frankly, as a campaign to grow enrollment. But 72 to 84 percent of those who did the first course came back and paid to take the second course."<sup><a href="#cite_note-NYT012313-160">[160]</a></sup>
</p><p>While Coursera takes a larger cut of any revenue generated – but requires no minimum payment – the not-for-profit edX has a minimum required payment from course providers, but takes a smaller cut of any revenues, tied to the amount of support required for each course.<sup><a href="#cite_note-161">[161]</a></sup>
</p>
<h2>Benefits[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=16">edit</a>]</h2>
<h3>Improving access to higher education[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=17">edit</a>]</h3>
<p>MOOCs are regarded by many as an important tool to widen access to <a href="/wiki/Higher_education">higher education</a> (HE) for millions of people, including those in the <a href="/wiki/Developing_country">developing world</a>, and ultimately enhance their quality of life.<sup><a href="#cite_note-CFP-2">[2]</a></sup> MOOCs may be regarded as contributing to the democratisation of HE, not only locally or regionally but globally as well. MOOCs can help democratise content and make knowledge reachable for everyone. Students are able to access complete courses offered by universities all over the world, something previously unattainable. With the availability of affordable technologies, MOOCs increase access to an extraordinary number of courses offered by world-renowned institutions and teachers.<sup><a href="#cite_note-:0-162">[162]</a></sup>
</p>
<h3>Providing an affordable alternative to formal education[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=18">edit</a>]</h3>
<p>The costs of tertiary education continue to increase because institutions tend to bundle too many services. With MOOCs, some of these services can be transferred to other suitable players in the public or private sector. MOOCs are for large numbers of participants, can be accessed by anyone anywhere as long as they have an Internet connection, are open to everyone without entry qualifications and offer a full/complete course experience online for free.<sup><a href="#cite_note-163">[163]</a></sup><sup><a href="#cite_note-:0-162">[162]</a></sup>
</p>
<h3>Sustainable development goals[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=19">edit</a>]</h3>
<p>MOOCs can be seen as a form of open education offered for free through online platforms. The (initial) philosophy of MOOCs is to open up quality higher education to a wider audience. As such, MOOCs are an important tool to achieve goal 4 of the 2030 Agenda for Sustainable Development.<sup><a href="#cite_note-:0-162">[162]</a></sup>
</p>
<h3>Offers a flexible learning schedule[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=20">edit</a>]</h3>
<p>Certain lectures, videos, and tests through MOOCs can be accessed at any time compared to scheduled class times. By allowing learners to complete their coursework in their own time, this provides flexibility to learners based on their own personal schedules.<sup><a href="#cite_note-hbr.org-164">[164]</a></sup><sup><a href="#cite_note-:0-162">[162]</a></sup>
</p>
<h3>Online collaboration[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=21">edit</a>]</h3>
<p>The learning environments of MOOCs make it easier for learners across the globe to work together on common goals. Instead of having to physically meet one another, online collaboration creates partnerships among learners. While time zones may have an effect on the hours that learners communicate, projects, assignments, and more can be completed to incorporate the skills and resources that different learners offer no matter where they are located.<sup><a href="#cite_note-hbr.org-164">[164]</a></sup><sup><a href="#cite_note-:0-162">[162]</a></sup> Distance and collaboration can benefit learners who may have struggled with traditionally more individual learning goals, including learning how to write.<sup><a href="#cite_note-165">[165]</a></sup>
</p>
<h2>Challenges and criticisms[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=22">edit</a>]</h2>
<p>The MOOC Guide<sup><a href="#cite_note-MoocGuide-166">[166]</a></sup> suggests six possible challenges for cMOOCs:
</p>
<ol><li>Relying on user-generated content can create a chaotic learning environment.</li>
<li><a href="/wiki/Digital_literacy">Digital literacy</a> is necessary to make use of the online materials.</li>
<li>The time and effort required from participants may exceed what students are willing to commit to a free online course.</li>
<li>Once the course is released, content will be reshaped and reinterpreted by the massive student body, making the course trajectory difficult for instructors to control.</li>
<li>Participants must self-regulate and set their own goals.</li>
<li>Language and translation barriers.</li>
<li>Accessibility barriers for differently-abled users</li>
<li>Access barriers for people from low socio-economic neighbourhoods and countries with very little internet access</li></ol>
<p>These general challenges in effective MOOC development are accompanied by criticism by journalists and academics.
</p><p><a href="/wiki/Robert_Zemsky">Robert Zemsky</a> (2014) argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects."<sup><a href="#cite_note-167">[167]</a></sup> Others have pointed to a backlash arising from the tiny completion rates.<sup><a href="#cite_note-168">[168]</a></sup>
</p><p>Some<sup>[<i><a href="/wiki/Wikipedia:Manual_of_Style/Words_to_watch#Unsupported_attributions">who?</a></i>]</sup> dispute that the "territorial" dimensions of MOOCs<sup><a href="#cite_note-TerritorialDimensions-169">[169]</a></sup> have received insufficient discussion or data-backed analysis, namely: 1. the true geographical diversity of enrolls in/completes courses; 2. the implications of courses scaling across country borders, and potential difficulties with relevance and knowledge transfer; and 3. the need for territory-specific study of locally relevant issues and needs.
</p><p>Other features associated with early MOOCs, such as open licensing of content, open structure and learning goals, and community-centeredness, may not be present in all MOOC projects.<sup><a href="#cite_note-MOOC_Misnomer-7">[7]</a></sup>
</p><p>Effects on the structure of higher education were lamented, for example, by <a href="/wiki/Moshe_Y._Vardi">Moshe Y. Vardi</a>, who finds an "absence of serious pedagogy in MOOCs", and indeed in all of higher education. He criticized the format of "short, unsophisticated video chunks, interleaved with online quizzes, and accompanied by social networking."<sup>[<i><a href="/wiki/Wikipedia:Please_clarify">clarification needed</a></i>]</sup> An underlying reason is simple cost-cutting pressures, which could hamstring the higher education industry.<sup><a href="#cite_note-Vardi-170">[170]</a></sup>
</p><p>The changes predicted from MOOCs generated objections in some quarters. The San Jose State University philosophy faculty wrote in an open letter to Harvard University professor and MOOC teacher <a href="/wiki/Michael_Sandel">Michael Sandel</a>:
</p>
<blockquote><p>Should one-size-fits-all vendor-designed blended courses become the norm, we fear two classes of universities will be created: one, well-funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures.<sup><a href="#cite_note-Dear_Sandel-171">[171]</a></sup> </p></blockquote>
<p><a href="/wiki/Cary_Nelson">Cary Nelson</a>, former president of the <a href="/wiki/American_Association_of_University_Professors">American Association of University Professors</a> claimed that MOOCs are not a reliable means of supplying credentials, stating that "It’s fine to put lectures online, but this plan only degrades degree programs if it plans to substitute for them." Sandra Schroeder, chair of the Higher Education Program and Policy Council for the <a href="/wiki/American_Federation_of_Teachers">American Federation of Teachers</a> expressed concern that "These students are not likely to succeed without the structure of a strong and sequenced academic program."<sup><a href="#cite_note-172">[172]</a></sup>
</p><p>With a 60% majority, the <a href="/wiki/Amherst_College">Amherst College</a> faculty rejected the opportunity to work with edX based on a perceived incompatibility with their seminar-style classes and personalized feedback. Some were concerned about issues such as the "information dispensing" teaching model of lectures followed by exams, the use of multiple-choice exams and peer-grading. The <a href="/wiki/Duke_University">Duke University</a> faculty took a similar stance in the spring of 2013. The effect of MOOCs on second- and third-tier institutions and of creating a professorial "star system" were among other concerns.<sup><a href="#cite_note-IHE_1-131">[131]</a></sup>
</p><p>At least one alternative to MOOCs has advocates: Distributed Open Collaborative Courses (DOCC) challenge the roles of the instructor, hierarchy, money and massiveness. DOCC recognizes that the pursuit of knowledge may be achieved better by not using a centralized singular syllabus, that expertise is distributed throughout all the participants and does not just reside with one or two individuals.<sup><a href="#cite_note-173">[173]</a></sup>
</p><p>Another alternative to MOOCs is the self-paced online course (SPOC) which provides a high degree of flexibility. Students can decide on their own pace and with which session they would like to begin their studies. According to a report by Class Central founder Dhawal Shah, more than 800 self-paced courses have been available in 2015.<sup><a href="#cite_note-174">[174]</a></sup>
</p><p>Although the purpose of MOOCs is ultimately to educate more people, recent criticisms include accessibility and a Westernized curriculum that lead to a failure to reach the same audiences marginalised by traditional methods.<sup><a href="#cite_note-175">[175]</a></sup>
</p><p>MOOCs have been criticized for a perceived lack of academic rigor as well as the monetization strategies adopted by providers. In <i>MOOCs: A University Qualification in 24 Hours?</i> Michael Shea writes "By offering courses that are near-impossible to fail and charging upfront fees for worthless certificates, Coursera is simply running a high-tech version of the kind of scams that have been run by correspondence colleges for decades."<sup><a href="#cite_note-176">[176]</a></sup>
</p>
<h3>The experience of English language learners (ELLs) in MOOCs[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=23">edit</a>]</h3>
<p>Language of instruction is one of the major barriers that ELLs face in MOOCs. In recent estimates, almost 75% of MOOC courses are presented in the English language, however, native English speakers are a minority among the world's population.<sup><a href="#cite_note-177">[177]</a></sup> This issue is mitigated by the increasing popularity of English as a global language, and therefore has more second language speakers than any other language in the world. This barrier has encouraged content developers and other MOOC stakeholders to develop content in other popular languages to increase MOOC access. However, research studies show that some ELLs prefer to take MOOCs in English, despite the language challenges, as it promotes their goals of economic, social, and <a href="/wiki/Geographic_mobility">geographic mobility</a>.<sup><a href="#cite_note-178">[178]</a></sup> This emphasizes the need to not only provide MOOC content in other languages, but also to develop English language interventions for ELLs who participate in English MOOCs.
</p><p>Areas that ELLs particularly struggle with in English MOOCs include MOOC content without corresponding visual supporting materials<sup><a href="#cite_note-179">[179]</a></sup> (e.g., an instructor narrating instruction without text support in the background), or their hesitation to participate in MOOC discussion forums.<sup><a href="#cite_note-Kulkarni_1116–1128-180">[180]</a></sup> Active participation in MOOC discussion forums has been found to improve students grades, their engagement, and leads to lower dropout rates,<sup><a href="#cite_note-181">[181]</a></sup> however, ELLs are more likely to be spectators than active contributors in discussion forums.<sup><a href="#cite_note-Kulkarni_1116–1128-180">[180]</a></sup> 
</p><p>Researching studies show a “complex mix of affective, socio-cultural, and educational factors” that are inhibitors to their active participation in discussion forums.<sup><a href="#cite_note-182">[182]</a></sup> As expected, English as the language of communication poses both linguistic and cultural challenges for ELLs, and they may not be confident in their English language communication abilities.<sup><a href="#cite_note-183">[183]</a></sup> Discussion forums may also be an uncomfortable means of communication especially for ELLs from Confucian cultures, where disagreement and arguing one’s points are often viewed as confrontational, and harmony is promoted.<sup><a href="#cite_note-184">[184]</a></sup> Therefore, while ELLs may be perceived as being uninterested in participating, research studies show that they do not show the same hesitation in face to face discourse.<sup><a href="#cite_note-:2-185">[185]</a></sup><sup><a href="#cite_note-:3-186">[186]</a></sup> Finally, ELLs may come from high power distance cultures,<sup><a href="#cite_note-187">[187]</a></sup> where teachers are regarded as authority figures, and the culture of back and forth conversations between teachers and students is not a cultural norm.<sup><a href="#cite_note-:2-185">[185]</a></sup><sup><a href="#cite_note-:3-186">[186]</a></sup> As a result, discussion forums with active participation from the instructors may cause discomfort and prevent participation of students from such cultures.
</p>
<h2>Curation[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=24">edit</a>]</h2>
<p><i>Open Culture</i>, not affiliated with Stanford University, founded in 2006, by Dan Coleman, the Director and Associate Dean of Stanford University's Continuing Education Program, aggregates and curates free MOOCs, as well as free cultural &amp; educational media.<sup><a href="#cite_note-188">[188]</a></sup><sup><a href="#cite_note-189">[189]</a></sup><sup><a href="#cite_note-190">[190]</a></sup><sup><a href="#cite_note-191">[191]</a></sup><sup><a href="#cite_note-192">[192]</a></sup><sup><a href="#cite_note-193">[193]</a></sup><sup><a href="#cite_note-194">[194]</a></sup><sup><a href="#cite_note-195">[195]</a></sup> C. Berman, of the <a href="/wiki/University_of_Illinois_at_Urbana-Champaign">University of Illinois at Urbana-Champaign</a>, found the website difficult to navigate, with links "hidden" in articles, and the right side lists, clunky and long.<sup><a href="#cite_note-196">[196]</a></sup>
</p>
<h2>See also[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=25">edit</a>]</h2>
<ul><li><a href="/wiki/List_of_MOOC_providers">List of MOOC providers</a></li>
<li><a href="/wiki/Language_MOOC">Language MOOC</a></li>
<li><a href="/wiki/Outcome-based_education">Outcome-based education</a></li>
<li><a href="/wiki/OpenCourseWare">OpenCourseWare</a></li>
<li><a href="/wiki/Saylor_Foundation">Saylor Foundation</a></li>
<li><a href="/wiki/Small_private_online_course">Small private online course</a></li>
<li><a href="/wiki/Qualifications_framework#Qualifications_frameworks_for_online_learning">Qualifications frameworks for online learning</a></li>
<li><a href="/wiki/Open_educational_resources_in_Canada">Open educational resources in Canada</a></li></ul>
<h2>References[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=26">edit</a>]</h2>
<h3>Citations[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=27">edit</a>]</h3>
<div><ol>
<li><b><a href="#cite_ref-1">^</a></b> <cite>Kaplan, Andreas M.; Haenlein, Michael (2016). "Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster". <i>Business Horizons</i>. <b>59</b> (4): 441–50. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.1016%2Fj.bushor.2016.03.008">10.1016/j.bushor.2016.03.008</a>.</cite>
</li>
<li>^ <a href="#cite_ref-CFP_2-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-CFP_2-1"><sup><i><b>b</b></i></sup></a> <cite>Masson, M (December 2014). <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4264800">"Benefits of TED Talks"</a>. <i>Canadian Family Physician</i>. <b>60</b> (12): 1080. <a href="/wiki/PMC_(identifier)">PMC</a> <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4264800">4264800</a>. <a href="/wiki/PMID_(identifier)">PMID</a> <a href="https://pubmed.ncbi.nlm.nih.gov/25500595">25500595</a>.</cite>
</li>
<li><b><a href="#cite_ref-3">^</a></b> Siemens, G. (2013). Massive open online courses: Innovation in education. In McGreal, R., Kinuthia W., &amp; Marshall S. (Eds), Open educational resources: Innovation, research and practice (pp. 5–16). Vancouver: Commonwealth of Learning and Athabasca University.
</li>
<li>^ <a href="#cite_ref-pappano_4-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-pappano_4-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-pappano_4-2"><sup><i><b>c</b></i></sup></a> <a href="#cite_ref-pappano_4-3"><sup><i><b>d</b></i></sup></a> <cite>Pappano, Laura (2 November 2012). <a href="https://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html">"The Year of the MOOC"</a>. <i><a href="/wiki/The_New_York_Times">The New York Times</a></i>. Retrieved 18 April 2014.</cite>
</li>
<li><b><a href="#cite_ref-NYTimes030613_5-0">^</a></b> <cite>Lewin, Tamar (20 February 2013). <a href="https://www.nytimes.com/2013/02/21/education/universities-abroad-join-mooc-course-projects.html">"Universities Abroad Join Partnerships on the Web"</a>. <i><a href="/wiki/The_New_York_Times">The New York Times</a></i>. Retrieved 6 March 2013.</cite>
</li>
<li><b><a href="#cite_ref-6">^</a></b> <cite>Leontyev, Alexey; Baranov, Dmitry (12 November 2013). "Massive Open Online Courses in Chemistry: A Comparative Overview of Platforms and Features". <i>Journal of Chemical Education</i>. <b>90</b> (11): 1533–1539. <a href="/wiki/Bibcode_(identifier)">Bibcode</a>:<a href="https://ui.adsabs.harvard.edu/abs/2013JChEd..90.1533L">2013JChEd..90.1533L</a>. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.1021%2Fed400283x">10.1021/ed400283x</a>. <a href="/wiki/ISSN_(identifier)">ISSN</a> <a href="https://www.worldcat.org/issn/0021-9584">0021-9584</a>.</cite>
</li>
<li>^ <a href="#cite_ref-MOOC_Misnomer_7-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-MOOC_Misnomer_7-1"><sup><i><b>b</b></i></sup></a> Wiley, David. "<a href="http://opencontent.org/blog/archives/2436">The MOOC Misnomer</a>". July 2012
</li>
<li><b><a href="#cite_ref-8">^</a></b> <cite>Cheverie, Joan. <a href="https://er.educause.edu/blogs/2013/4/moocs-and-intellectual-property-ownership-and-use-rights">"MOOCs and Intellectual Property: Ownership and Use Rights"</a>. Retrieved 18 April 2013.</cite>
</li>
<li><b><a href="#cite_ref-RemixInfoWeek_9-0">^</a></b> <cite>David F. Carr (20 August 2013). <a href="http://www.informationweek.com/education/online-learning/udacity-hedges-on-open-licensing-for-moo/240160183">"Udacity hedges on open licensing for MOOCs"</a>. <i>Information Week</i>. Retrieved 21 August 2013.</cite>
</li>
<li>^ <a href="#cite_ref-in_AIS_Electronic_Library_AISeL_10-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-in_AIS_Electronic_Library_AISeL_10-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-in_AIS_Electronic_Library_AISeL_10-2"><sup><i><b>c</b></i></sup></a> <a href="#cite_ref-in_AIS_Electronic_Library_AISeL_10-3"><sup><i><b>d</b></i></sup></a> <a href="#cite_ref-in_AIS_Electronic_Library_AISeL_10-4"><sup><i><b>e</b></i></sup></a> P. Adamopoulos, "What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses", <i>ICIS 2013 Proceedings</i> (2013) pp. 1–21 <a href="http://aisel.aisnet.org/icis2013/proceedings/BreakthroughIdeas/13/">in AIS Electronic Library (AISeL)</a>.
</li>
<li><b><a href="#cite_ref-11">^</a></b> <cite>Saettler, L. Paul (1968). <a href="https://books.google.com/books?id=AN47AAAAIAAJ"><i>A History of Instructional Technology</i></a>. New York: McGraw Hill. <a href="/wiki/ISBN_(identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0070544109"><bdi>978-0070544109</bdi></a>.</cite>
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<li><b><a href="#cite_ref-12">^</a></b> <cite>Tajnai, Carolyn (May 1985). <a href="http://forum.stanford.edu/carolyn/terman">"Fred Terman, the Father of Silicon Valley"</a>. Stanford University. Retrieved 13 December 2020.</cite>
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<li>^ <a href="#cite_ref-blogs.cetis.org.uk_13-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-blogs.cetis.org.uk_13-1"><sup><i><b>b</b></i></sup></a> <cite><a href="http://blogs.cetis.org.uk/cetisli/2015/05/11/moocs-and-open-education-timeline-updated/">"MOOCs and Open Education Timeline (updated!) | Li Yuan"</a>.</cite>
</li>
<li><b><a href="#cite_ref-14">^</a></b> <cite><a href="https://www.nytimes.com/2010/04/18/education/edlife/18opentop10-t.html">"What They're Watching"</a>. <i>The New York Times</i>. 16 April 2010. Retrieved 3 July 2018.</cite>
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<li><b><a href="#cite_ref-15">^</a></b> <cite>Guttenplan, D. d (1 November 2010). <a href="https://www.nytimes.com/2010/11/01/world/europe/01iht-educLede01.html">"For Exposure, Universities Put Courses on the Web"</a>. <i>The New York Times</i>. Retrieved 10 May 2019.</cite>
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<li><b><a href="#cite_ref-16">^</a></b> <cite><a href="https://www.insidehighered.com/views/2007/12/06/does-class-size-matter">"Does Class Size Matter?"</a>. <i>www.insidehighered.com</i>. Inside Higher Ed. 6 December 2007.</cite>
</li>
<li><b><a href="#cite_ref-17">^</a></b> <cite><a href="http://delphiweb.louisville.edu/theteachingpractice/?p=168">"What is a MOOC? Why Should You Care? | the Teaching Practice"</a>.</cite>
</li>
<li><b><a href="#cite_ref-18">^</a></b> <cite>Leinonen, Teemu; Vadén, Tere; Suoranta, Juha (7 February 2009). "Learning in and with an open wiki project: Wikiversity's potential in global capacity building". <i>First Monday</i>. <b>14</b> (2). <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.5210%2Ffm.v14i2.2252">10.5210/fm.v14i2.2252</a>.</cite>
</li>
<li>^ <a href="#cite_ref-THE_19-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-THE_19-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-THE_19-2"><sup><i><b>c</b></i></sup></a> <cite>Parr, Chris (17 October 2013). <a href="https://www.timeshighereducation.co.uk/news/mooc-creators-criticise-courses-lack-of-creativity/2008180.article">"Mooc creators criticise courses' lack of creativity"</a>. <i>Times Higher Education</i>. Retrieved 1 June 2015.</cite>
</li>
<li>^ <a href="#cite_ref-downes_20-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-downes_20-1"><sup><i><b>b</b></i></sup></a> <cite>Downes, Stephen (2008). <a href="https://sites.google.com/site/themoocguide/3-cck08---the-distributed-course">"CCK08 – The Distributed Course"</a>. <i>The MOOC Guide</i>. Retrieved 11 September 2013.</cite>
</li>
<li>^ <a href="#cite_ref-auto_21-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-auto_21-1"><sup><i><b>b</b></i></sup></a> <cite>Dave Cormier (18 April 2013). <a href="https://www.youtube.com/watch?v=KAVwQ7RJWqg"><i>Attention les MOOC!?! Mois de la pédagogie universitaire</i></a>. University of Prince Edward Island. <a href="https://ghostarchive.org/varchive/youtube/20211117/KAVwQ7RJWqg">Archived</a> from the original on 17 November 2021.</cite>
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<li>^ <a href="#cite_ref-auto1_22-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-auto1_22-1"><sup><i><b>b</b></i></sup></a> <cite>Cormier, Dave (2 October 2008). <a href="http://davecormier.com/edblog/2008/10/02/the-cck08-mooc-connectivism-course-14-way/">"The CCK08 MOOC – Connectivism course, 1/4 way"</a>. Dave's Educational Blog. Retrieved 10 September 2013.</cite>
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<li>^ <a href="#cite_ref-GROOM_23-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-GROOM_23-1"><sup><i><b>b</b></i></sup></a> <cite>Kolowich, Steve (24 April 2012). <a href="https://www.insidehighered.com/news/2012/04/24/open-course-digital-storytelling-enjoys-modest-success">"Proto-MOOC Stays the Course"</a>. <i>Inside Higher Ed</i>. Retrieved 29 April 2015.</cite>
</li>
<li><b><a href="#cite_ref-24">^</a></b> The College of St. Scholastica, "<a href="http://go.css.edu/learn">Massive Open Online Courses</a> <a href="https://web.archive.org/web/20140612055008/http://go.css.edu/learn/">Archived</a> 12 June 2014 at the <a href="/wiki/Wayback_Machine">Wayback Machine</a>", (2012)
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<li><b><a href="#cite_ref-CETIS78_25-0">^</a></b> Yuan, Li, and Stephen Powell. <a href="http://publications.cetis.ac.uk/2013/667">MOOCs and Open Education: Implications for Higher Education White Paper</a> <a href="https://web.archive.org/web/20130326073004/http://publications.cetis.ac.uk/2013/667">Archived</a> 26 March 2013 at the <a href="/wiki/Wayback_Machine">Wayback Machine</a>. University of Bolton: CETIS, 2013. pp. 7–8.
</li>
<li><b><a href="#cite_ref-Chronicle_26-0">^</a></b> <cite><a href="http://chronicle.com/article/What-You-Need-to-Know-About/133475/">"What You Need to Know About MOOCs"</a>. <i><a href="/wiki/Chronicle_of_Higher_Education">Chronicle of Higher Education</a></i>. Retrieved 14 March 2013.</cite>
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<li><b><a href="#cite_ref-DavidBornstein_27-0">^</a></b> <cite>Bornstein, David (11 July 2012). <a href="https://archive.nytimes.com/opinionator.blogs.nytimes.com/2012/07/11/open-education-for-a-global-economy/">"Open Education for a Global Economy"</a>. <i>Opinionator</i>.</cite>
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<li><b><a href="#cite_ref-Information_Week_28-0">^</a></b> <cite>Booker, Ellis (30 January 2013). <a href="https://archive.today/20130616060234/http://www.informationweek.co.uk/education/online-learning/early-mooc-takes-a-different-path/240147364">"Early MOOC Takes A Different Path"</a>. <i>Information Week</i>. Archived from <a href="http://www.informationweek.co.uk/education/online-learning/early-mooc-takes-a-different-path/240147364">the original</a> on 16 June 2013. Retrieved 25 July 2013.</cite>
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<li><b><a href="#cite_ref-NYTIMES_29-0">^</a></b> <cite>Bornstein, David (11 July 2012). <a href="http://opinionator.blogs.nytimes.com/2012/07/11/open-education-for-a-global-economy/?_r=0">"Open Education For A Global Economy"</a>. <i>The New York Times</i>. Retrieved 25 July 2013.</cite>
</li>
<li><b><a href="#cite_ref-30">^</a></b> <cite><a href="http://openeducationeuropa.eu/en/article/Innovation-entrepreneurship-and-education-In-Depth-41-3?paper=169497">"Partnership Model for Entrepreneurial Innovation in Open Online Learning"</a>.</cite>
</li>
<li><b><a href="#cite_ref-31">^</a></b> <cite>Siemens, George. <a href="https://web.archive.org/web/20130121085810/http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/">"MOOCs are really a platform"</a>. Elearnspace. Archived from <a href="http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/">the original</a> on 21 January 2013. Retrieved 9 December 2012.</cite>
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<li>^ <a href="#cite_ref-ReferenceA_32-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-ReferenceA_32-1"><sup><i><b>b</b></i></sup></a> <cite>Prpić, John; Melton, James; Taeihagh, Araz; Anderson, Terry (16 December 2015). "MOOCs and crowdsourcing: Massive courses and massive resources". <i>First Monday</i>. <b>20</b> (12). <a href="/wiki/ArXiv_(identifier)">arXiv</a>:<a href="https://arxiv.org/abs/1702.05002">1702.05002</a>. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.5210%2Ffm.v20i12.6143">10.5210/fm.v20i12.6143</a>. <a href="/wiki/S2CID_(identifier)">S2CID</a> <a href="https://api.semanticscholar.org/CorpusID:3056507">3056507</a>.</cite>
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<li><b><a href="#cite_ref-33">^</a></b> Downes, Stephen <a href="http://www.huffingtonpost.com/stephen-downes/connectivism-and-connecti_b_804653.html">"'Connectivism' and Connective Knowledge"</a>, Huffpost Education, 5 January 2011, accessed 27 July 2011.
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<li><b><a href="#cite_ref-34">^</a></b> Kop, Rita <a href="http://www.irrodl.org/index.php/irrodl/article/view/882">"The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course"</a>, International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011, accessed 22 November 2011.
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<li><b><a href="#cite_ref-35">^</a></b> Bell, Frances <a href="http://www.irrodl.org/index.php/irrodl/article/view/902/1664">"Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning"</a>, International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011, accessed 31 July 2011.
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<li><b><a href="#cite_ref-36">^</a></b> Downes, Stephen. <a href="http://it.coe.uga.edu/itforum/paper92/paper92.html">"Learning networks and connective knowledge"</a>. <a href="https://web.archive.org/web/20110720084742/http://it.coe.uga.edu/itforum/paper92/paper92.html">Archived</a> 20 July 2011 at the <a href="/wiki/Wayback_Machine">Wayback Machine</a>, Instructional Technology Forum, 2006, accessed 31 July 2011.
</li>
<li><b><a href="#cite_ref-37">^</a></b> <a href="https://www.youtube.com/watch?v=VMfipxhT_Co">George Siemens on Massive Open Online Courses (MOOCs)</a> on <a href="/wiki/YouTube">YouTube</a>.
</li>
<li><b><a href="#cite_ref-Ravenscroft_38-0">^</a></b> Andrew Ravenscroft. <a href="http://www.irrodl.org/index.php/irrodl/article/view/934">"Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning"</a>. International Review of Research in Open and Distance Learning, Vol. 12(3). March 2011, Learning Technology Research Institute (LTRI), London Metropolitan University, UK.
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<li><b><a href="#cite_ref-Mak_Williams_Mackness_39-0">^</a></b> S. F. John Mak, R. Williams, and J. Mackness, <a href="http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mak.pdf">"Blogs and Forums as Communication and Learning Tools in a MOOC"</a>, Proceedings of the 7th International Conference on Networked Learning (2010).
</li>
<li>^ <a href="#cite_ref-MOOCd_out_40-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-MOOCd_out_40-1"><sup><i><b>b</b></i></sup></a> <cite>Yang, Dennis (14 March 2013). <a href="http://www.huffingtonpost.com/dennis-yang/post_4496_b_2877799.html">"Are We MOOC'd Out?"</a>. <i>The Huffington Post</i>. Retrieved 5 April 2013.</cite>
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<li><b><a href="#cite_ref-41">^</a></b> <a href="https://www.youtube.com/watch?v=zH7gzPU5Moo">SXSWedu 2013 – MOOCS: Hype or Hope?</a> on <a href="/wiki/YouTube">YouTube</a>
</li>
<li><b><a href="#cite_ref-42">^</a></b> <cite>Yang, Dennis (14 March 2013). <a href="http://www.huffingtonpost.com/dennis-yang/post_4496_b_2877799.html">"Are We MOOC'd Out?"</a>. <i>The Huffington Post</i>.</cite>
</li>
<li>^ <a href="#cite_ref-NYT022013_43-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-NYT022013_43-1"><sup><i><b>b</b></i></sup></a> <cite>Tamar Lewin (20 February 2013). <a href="https://www.nytimes.com/2013/02/21/education/universities-abroad-join-mooc-course-projects.html">"Universities Abroad Join Partnerships on the Web"</a>. <i>The New York Times</i>. Retrieved 21 February 2013.</cite>
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<li><b><a href="#cite_ref-FT032013_44-0">^</a></b> <cite>Skapinker, Michael (20 March 2013). <a href="https://www.ft.com/intl/cms/s/2/84f6cd3e-8a50-11e2-bf79-00144feabdc0.html#axzz2PcHimOzr">"Open web courses are massively overhyped"</a>. <i><a href="/wiki/Financial_Times">Financial Times</a></i>. Retrieved 5 April 2013.</cite>
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<li><b><a href="#cite_ref-45">^</a></b> See "<a href="http://chronicle.com/blogs/wiredcampus/the-mooc-fades-in-3-charts/55701">The MOOC Hype Fades</a> Chronicle of Higher Education. Retrieved March 6, 2015."
</li>
<li>^ <a href="#cite_ref-Major_players_46-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-Major_players_46-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-Major_players_46-2"><sup><i><b>c</b></i></sup></a> <cite><a href="http://chronicle.com/article/The-Major-Players-in-the-MOOC/138817/#id=overview">"Major Players in the MOOC Universe"</a>. <i>chronicle.com</i>. 29 April 2013. Retrieved 29 April 2013.</cite>
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<li>^ <a href="#cite_ref-NYT71712_47-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-NYT71712_47-1"><sup><i><b>b</b></i></sup></a> <cite>Richard Pérez-Peña (17 July 2012). <a href="https://www.nytimes.com/2012/07/18/education/top-universities-test-the-online-appeal-of-free.html">"Top universities test the online appeal of free"</a>. <i><a href="/wiki/The_New_York_Times">The New York Times</a></i>. Retrieved 18 July 2012.</cite>
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<li><b><a href="#cite_ref-48">^</a></b> <cite><a href="https://tell.colvee.org/mod/book/view.php?id=646&amp;chapterid=984">"Lesson 11 - Massive Open Online Courses: Brief History"</a>. <i>tell.colvee.org</i>. Retrieved 2 February 2021.</cite>
</li>
<li><b><a href="#cite_ref-49">^</a></b> <cite><a href="https://www.forbes.com/sites/troyonink/2013/05/15/georgia-tech-udacity-shock-higher-ed-with-7000-degree/">"Georgia Tech, Udacity Shock Higher Ed With $7,000 Degree"</a>. <i>Forbes</i>. 18 April 2012. Retrieved 30 May 2013.</cite>
</li>
<li><b><a href="#cite_ref-50">^</a></b> <cite><a href="http://odl.mit.edu/beyond-campus/mitx-edx-moocs">"MITx on edX (MOOCs)"</a>. <a href="/wiki/MIT">MIT</a> Office of Digital Learning. Retrieved 2 May 2015.</cite>
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<li><b><a href="#cite_ref-51">^</a></b> <cite><a href="https://www.edx.org/alert/edx-announces-partnership-google/1115">"Announces Partnership with Google to Expand Open Source Platform"</a>. edX. 10 September 2013. Retrieved 13 October 2013.</cite>
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<li><b><a href="#cite_ref-52">^</a></b> <cite><a href="https://www.edx.org/blog/deeper-partnership-xuetangx-increase">"A deeper partnership with XuetangX to increase quality education for Chinese students"</a>. <i>edX</i>. 29 April 2014.</cite>
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<li><b><a href="#cite_ref-edXPressRelease_53-0">^</a></b> <cite><a href="https://www.edx.org/press/edx-takes-first-step-toward-open-source">"edX Takes First Step toward Open Source Vision by Releasing XBlock SDK"</a>. <i>www.edx.org</i>. edX. Retrieved 6 April 2013.</cite>
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<li><b><a href="#cite_ref-Open_Source_54-0">^</a></b> <cite>Young, Jeffrey R. (5 April 2013). <a href="http://chronicle.com/blogs/wiredcampus/stanford-u-and-edx-will-jointly-build-open-source-software-to-deliver-moocs/43301">"Stanford U. and edX Will Jointly Build Open-Source Software to Deliver MOOCs"</a>. <i><a href="/wiki/Chronicle_of_Higher_Education">Chronicle of Higher Education</a></i>. Retrieved 3 April 2013.</cite>
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<li><b><a href="#cite_ref-courserastack_55-0">^</a></b> <cite><a href="https://www.quora.com/Coursera/What-is-Courseras-stack">"What is Coursera's Stack?"</a>. Qoura. Retrieved 8 April 2013.</cite>
</li>
<li>^ <a href="#cite_ref-SA31313_56-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-SA31313_56-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-SA31313_56-2"><sup><i><b>c</b></i></sup></a> <cite>Waldrop, M. Mitchell; Nature magazine (13 March 2013). <a href="http://www.scientificamerican.com/article.cfm?id=massive-open-online-courses-transform-higher-education-and-science">"Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science"</a>. <i>Scientific American</i>. Retrieved 28 April 2013.</cite>
</li>
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<li><b><a href="#cite_ref-172">^</a></b> <cite>Basu, Kaustuv (23 May 2012). <a href="http://www.insidehighered.com/news/2012/05/23/faculty-groups-consider-how-respond-moocs">"Faculty groups consider how to respond to MOOCs"</a>. <i>Inside Higher Ed</i>. Retrieved 13 October 2013.</cite>
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<li><b><a href="#cite_ref-173">^</a></b> Scott Jaschik, <a href="http://www.insidehighered.com/news/2013/08/19/feminist-professors-create-alternative-moocs#ixzz2duFJIkrX">"Feminist Anti-MOOC"</a>, Inside Higher Ed, 19 August 2013.
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<li><b><a href="#cite_ref-174">^</a></b> <cite>Shah, Dhawal (28 December 2015). <a href="https://www.edsurge.com/news/2015-12-28-moocs-in-2015-breaking-down-the-numbers">"MOOCs in 2015: Breaking Down the Numbers"</a>. edSurge. Retrieved 28 December 2015.</cite>
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<li><b><a href="#cite_ref-175">^</a></b> <cite>Gais, Hannah (17 July 2014). <a href="http://america.aljazeera.com/opinions/2014/7/mooc-education-developingworldivyleave.html">"Is the developing world 'MOOC'd out'?"</a>. Al Jazeera. Retrieved 19 July 2014.</cite>
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<li><b><a href="#cite_ref-176">^</a></b> <cite>Shea, Michael (25 September 2015). <a href="http://www.theskinny.co.uk/tech/features/moocs">"MOOCs: A university qualification in 24 hours?"</a>. The Skinny. Retrieved 16 October 2015.</cite>
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<li><b><a href="#cite_ref-177">^</a></b> <cite>Uchidiuno, Judith; Ogan, Amy; Koedinger, Kenneth R.; Yarzebinski, Evelyn; Hammer, Jessica (1 January 2016). <i>Browser Language Preferences As a Metric for Identifying ESL Speakers in MOOCs</i>. <i>Proceedings of the Third (2016) ACM Conference on Learning @ Scale</i>. L@S '16. New York: ACM. pp. 277–280. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.1145%2F2876034.2893433">10.1145/2876034.2893433</a>. <a href="/wiki/ISBN_(identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1450337267"><bdi>978-1450337267</bdi></a>. <a href="/wiki/S2CID_(identifier)">S2CID</a> <a href="https://api.semanticscholar.org/CorpusID:1231108">1231108</a>.</cite>
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<li>^ <a href="#cite_ref-Kulkarni_1116–1128_180-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-Kulkarni_1116–1128_180-1"><sup><i><b>b</b></i></sup></a> <cite>Kulkarni, Chinmay; Cambre, Julia; Kotturi, Yasmine; Bernstein, Michael S.; Klemmer, Scott R. (1 January 2015). <i>Talkabout: Making Distance Matter with Small Groups in Massive Classes</i>. <i>Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work &amp; Social Computing</i>. CSCW '15. New York: ACM. pp. 1116–1128. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.1145%2F2675133.2675166">10.1145/2675133.2675166</a>. <a href="/wiki/ISBN_(identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1450329224"><bdi>978-1450329224</bdi></a>. <a href="/wiki/S2CID_(identifier)">S2CID</a> <a href="https://api.semanticscholar.org/CorpusID:14247654">14247654</a>.</cite>
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<li><b><a href="#cite_ref-182">^</a></b> <cite>Jackson, Jane (1 March 2002). "Reticence in second language case discussions: anxiety and aspirations". <i>System</i>. <b>30</b> (1): 65–84. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.1016%2FS0346-251X%2801%2900051-3">10.1016/S0346-251X(01)00051-3</a>.</cite>
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<li><b><a href="#cite_ref-183">^</a></b> <cite>T. Kanti Srikantaiah; Dong Xiaoying (1 September 1998). "The Internet and its impact on developing countries: examples from China and India". <i>Asian Libraries</i>. <b>7</b> (9): 199–209. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.1108%2F10176749810237626">10.1108/10176749810237626</a>. <a href="/wiki/ISSN_(identifier)">ISSN</a> <a href="https://www.worldcat.org/issn/1017-6748">1017-6748</a>.</cite>
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<li><b><a href="#cite_ref-184">^</a></b> <cite>Samovar, Larry A.; Porter, Richard E.; McDaniel, Edwin R.; Roy, Carolyn Sexton (2012). <i>Communication Between Cultures</i> (8 ed.). Wadsworth Publishing. <a href="/wiki/ISBN_(identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1111349103"><bdi>978-1111349103</bdi></a>.</cite>
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<li>^ <a href="#cite_ref-:2_185-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-:2_185-1"><sup><i><b>b</b></i></sup></a> <cite>Holmes, Prue (1 October 2005). "Ethnic Chinese Students' Communication with Cultural Others in a New Zealand University This paper was first presented at the Australia New Zealand Communication Association (ANZCA) conference at Coolangatta, Queensland, Australia, in July 2002. The work is based on the author's doctoral thesis". <i>Communication Education</i>. <b>54</b> (4): 289–311. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.1080%2F03634520500442160">10.1080/03634520500442160</a>. <a href="/wiki/ISSN_(identifier)">ISSN</a> <a href="https://www.worldcat.org/issn/0363-4523">0363-4523</a>. <a href="/wiki/S2CID_(identifier)">S2CID</a> <a href="https://api.semanticscholar.org/CorpusID:218990097">218990097</a>.</cite>
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<li>^ <a href="#cite_ref-:3_186-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-:3_186-1"><sup><i><b>b</b></i></sup></a> <cite>Warden, C. A. (23 November 2016). "Cultural Values and Communication Online: Chinese and Southeast Asian Students in a Taiwan International MBA Class". <i>Business Communication Quarterly</i>. <b>68</b> (2): 222–232. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.1177%2F1080569905276669">10.1177/1080569905276669</a>. <a href="/wiki/S2CID_(identifier)">S2CID</a> <a href="https://api.semanticscholar.org/CorpusID:73555315">73555315</a>.</cite>
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<li><b><a href="#cite_ref-187">^</a></b> <cite>Hofstede, Geert (1 January 2011). <a href="https://doi.org/10.9707%2F2307-0919.1014">"Dimensionalizing Cultures: The Hofstede Model in Context"</a>. <i>Online Readings in Psychology and Culture</i>. <b>2</b> (1). <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.9707%2F2307-0919.1014">10.9707/2307-0919.1014</a>. <a href="/wiki/ISSN_(identifier)">ISSN</a> <a href="https://www.worldcat.org/issn/2307-0919">2307-0919</a>.</cite>
</li>
<li><b><a href="#cite_ref-188">^</a></b> <cite><a href="https://www.openculture.com/faq">"About Us"</a>. <i>Open Culture</i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-189">^</a></b> <cite><a href="https://www.librarypoint.org/blogs/post/open-culture-resource/">"OpenCulture.com"</a>. <i>Central Rappahannock Regional Library</i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-190">^</a></b> <cite>Fenerty, Becky. <a href="https://ala-choice.libguides.com/c.php?g=457220&amp;p=3376408">"LibGuides: Teaching and Learning with Online Educational Videos: A Subject List of Web Resources for Educators (August 2013): Video MOOCs"</a>. <i>ala-choice</i>. <a href="/wiki/American_Library_Association">American Library Association</a>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-191">^</a></b> <cite>Nikas, Joanna (16 April 2010). <a href="https://www.nytimes.com/2010/04/18/education/edlife/18openbox-t.html">"How to Learn Something for Nothing"</a>. <i>The New York Times</i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-192">^</a></b> <cite>Myers, Courtney Boyd (22 April 2011). <a href="https://thenextweb.com/news/how-the-internet-is-revolutionizing-education-2">"How the Internet is Revolutionizing Education"</a>. <i><a href="/wiki/The_Next_Web">The Next Web</a></i>. Retrieved 11 August 2022.</cite>
</li>
<li><b><a href="#cite_ref-193">^</a></b> <cite>Elias, Esther (11 June 2012). <a href="https://www.thehindu.com/sci-tech/technology/internet/curating-a-digital-world/article3515746.ece">"Curating a digital world"</a>. <i>The Hindu</i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-194">^</a></b> <cite>Frey, Thomas (20 May 2011). <a href="https://futuristspeaker.com/business-trends/education-as-an-app/">"Education as an App"</a>. <i>Futurist Speaker</i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-195">^</a></b> <cite><a href="https://www.itu.int/net4/ITU-D/CDS/sis/Youth/Resources/cat_results.asp?ResourceID=103">"Resource: Open Culture"</a>. <i>itu.int</i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-196">^</a></b> <cite>Berman, C. <a href="https://publish.illinois.edu/commonsknowledge/2017/05/31/spotlight-open-culture/">"Spotlight: Open Culture"</a>. <i>Commons Knowledge</i>. Scholarly Commons, University of Illinois Library, <a href="/wiki/University_of_Illinois_at_Urbana-Champaign">University of Illinois at Urbana-Champaign</a>. Retrieved 11 August 2022.</cite>
</li>
</ol></div>
<h3>Sources[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=28">edit</a>]</h3>
<div>
<ul><li><a href="/wiki/File:Definition_of_Free_Cultural_Works_logo_notext.svg"></a> This article incorporates text from a <a href="/wiki/Free_content">free content</a> work. Licensed under CC-BY-SA IGO 3.0 (<a href="http://www.unesco.org/ulis/cgi-bin/ulis.pl?catno=245122&amp;set=0058D2750B_1_34&amp;gp=1&amp;lin=1&amp;ll=1">license statement/permission</a>). Text taken from <a href="http://unesdoc.unesco.org/images/0024/002451/245122E.pdf"><i>Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries​</i></a>, 17–18, 21–22, 24, Patru, Mariana; Balaji, Venkataraman, UNESCO. UNESCO. To learn how to add <a href="/wiki/Free_license">open license</a> text to Wikipedia articles, please see <a href="/wiki/Help:Adding_open_license_text_to_Wikipedia">this how-to page</a>. For information on <a href="/wiki/Wikipedia:Reusing_Wikipedia_content">reusing text from Wikipedia</a>, please see <a href="https://meta.wikimedia.org/wiki/Special:MyLanguage/Terms_of_use">the terms of use</a>.</li></ul>
</div>
<h2>Further reading[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=29">edit</a>]</h2>
<ul><li><cite>Walsh, Taylor (2011). <i>Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses</i>. Princeton University Press. <a href="/wiki/ISBN_(identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0691148748"><bdi>978-0691148748</bdi></a>.</cite></li></ul>
<h2>External links[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=30">edit</a>]</h2>
<ul><li><a href="https://openlearning.unesco.org/">UNESCO Open Learning</a>, open online course platform by <a href="/wiki/UNESCO">UNESCO</a></li></ul>
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 Contents

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 * (Top)
 * 1 History
 Toggle History subsection
 + 1.1 Precursors
 + 1.2 Early approaches
 + 1.3 cMOOCs and xMOOCs
 * 2 Emergence of MOOC providers
 Toggle Emergence of MOOC providers subsection
 + 2.1 Notable providers
 + 2.2 Emergence of innovative courses
 * 3 Student experience and pedagogy
 Toggle Student experience and pedagogy subsection
 + 3.1 Students served
 + 3.2 Educator experience
 + 3.3 Completion rates
 + 3.4 Instructional design
 * 4 Information architecture
 * 5 Industry
 Toggle Industry subsection
 + 5.1 Fee opportunities
 * 6 Benefits
 Toggle Benefits subsection
 + 6.1 Improving access to higher education
 + 6.2 Providing an affordable alternative to formal education
 + 6.3 Sustainable development goals
 + 6.4 Offers a flexible learning schedule
 + 6.5 Online collaboration
 * 7 Challenges and criticisms
 Toggle Challenges and criticisms subsection
 + 7.1 The experience of English language learners (ELLs) in MOOCs
 * 8 Curation
 * 9 See also
 * 10 References
 Toggle References subsection
 + 10.1 Citations
 + 10.2 Sources
 * 11 Further reading
 * 12 External links
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 Massive open online course

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 From Wikipedia, the free encyclopedia
 For a list of the main MOOC providers, see List of MOOC providers.

 Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "massive open online course"

 A massive open online course (MOOC / m uː k /) or an open online course is an online course aimed at unlimited participation and open access via the Web.[1] In addition to traditional course materials, such as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and teaching assistants (TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in distance education,[2] first introduced in 2008,[3] that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC".[4][5][6]

 Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs (xMOOCs: extended MOOCs) use closed licenses for their course materials while maintaining free access for students.[7][8][9][10]

 History [ edit ]

 What is a MOOC?, December 2010

 Precursors [ edit ]

 Main article: Distance learning

 Before the Digital Age, distance learning appeared in the form of correspondence courses in the 1890s–1920s and later radio and television broadcast of courses and early forms of e-learning. Typically fewer than five percent of the students would complete a course.[11] For example the Stanford Honors Cooperative Program, established in 1954, eventually offered video classes on-site at companies, at night, leading to a fully accredited Master's degree. This program was controversial because the companies paid double the normal tuition paid by full-time students.[12] The 2000s saw changes in online, or e-learning and distance education, with increasing online presence, open learning opportunities, and the development of MOOCs.[13] By 2010 audiences for the most popular college courses such as "Justice" with Michael J. Sandel and "Human Anatomy" with Marian Diamond were reaching millions.[14]

 Early approaches [ edit ]

 George Siemens interview

 The first MOOCs emerged from the open educational resources (OER) movement, which was sparked by MIT OpenCourseWare project.[15] The OER movement was motivated from work by researchers who pointed out that class size and learning outcomes had no established connection. Here, Daniel Barwick's work is the most often-cited example.[16][17]

 Within the OER movement, the Wikiversity was founded in 2006 and the first open course on the platform was organised in 2007. Ten-week course with more than 70 students was used to test the idea of making Wikiversity an open and free platform for education in the tradition of Scandinavian free adult education, Folk High School and the free school movement.[18] The term MOOC was coined in 2008 by Dave Cormier of the University of Prince Edward Island in response to a course called Connectivism and Connective Knowledge (also known as CCK08). CCK08, which was led by George Siemens of Athabasca University and Stephen Downes of the National Research Council, consisted of 25 tuition-paying students in Extended Education at the University of Manitoba, as well as over 2200 online students from the general public who paid nothing.[19] All course content was available through RSS feeds, and online students could participate through collaborative tools, including blog posts, threaded discussions in Moodle, and Second Life meetings.[20][21][22] Stephen Downes considers these so-called cMOOCs to be more "creative and dynamic" than the current xMOOCs, which he believes "resemble television shows or digital textbooks".[19]

 Other cMOOCs were then developed; for example, Jim Groom from The University of Mary Washington and Michael Branson Smith of York College, City University of New York hosted MOOCs through several universities starting with 2011's 'Digital Storytelling' (ds106) MOOC.[23] MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded existing distance learning offerings (e.g., podcasts) into free and open online courses.[24]

 Alongside the development of these open courses, other E-learning platforms emerged – such as Khan Academy, Peer-to-Peer University (P2PU), Udemy, and Alison – which are viewed as similar to MOOCs and work outside the university system or emphasize individual self-paced lessons.[25][26][27][28][29]

 cMOOCs and xMOOCs [ edit ]

 MOOCs and open-education timeline (updated 2015 version)[13][30]

 As MOOCs developed with time, multiple conceptions of the platform seem to have emerged. Mostly two different types can be differentiated: those that emphasize a connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, several early adopters of the platform proposed the terms "cMOOC" and "xMOOC".[31][32]

 cMOOCs are based on principles from connectivist pedagogy indicating that material should be aggregated (rather than pre-selected), remixable, re-purposable, and feeding forward (i.e. evolving materials should be targeted at future learning).[33][34][35][36] cMOOC instructional design approaches attempt to connect learners to each other to answer questions or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC.[37] Andrew Ravenscroft of the London Metropolitan University claimed that connectivist MOOCs better support collaborative dialogue and knowledge building.[38][39]

 xMOOCs have a much more traditional course structure. They are characterized by a specified aim of completing the course obtaining certain knowledge certification of the subject matter. They are presented typically with a clearly specified syllabus of recorded lectures and self-test problems. However, some providers require paid subscriptions for acquiring graded materials and certificates. They employ elements of the original MOOC, but are, in some effect, branded IT platforms that offer content distribution partnerships to institutions.[32] The instructor is the expert provider of knowledge, and student interactions are usually limited to asking for assistance and advising each other on difficult points.

 Emergence of MOOC providers [ edit ]

 According to The New York Times, 2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including Coursera, Udacity, and edX.[4]

 Dennis Yang, President of MOOC provider Udemy, suggested in 2013 that MOOCs were in the midst of a hype cycle, with expectations undergoing a wild swing.[40]

 During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings.[41] Dennis Yang, President of MOOC provider Udemy, later made the point in an article for The Huffington Post.[42]

 Many universities scrambled to join in the "next big thing", as did more established online education service providers such as Blackboard Inc, in what has been called a "stampede". Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with the large American MOOC providers.[43][4] By early 2013, questions emerged about whether academia was "MOOC'd out".[40][44] This trend was later confirmed in continuing analysis.[45]

 The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and venture capitalists. The Chronicle of Higher Education lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera.[46]

 The larger non-profit organizations include the Bill & Melinda Gates Foundation, the MacArthur Foundation, the National Science Foundation, and the American Council on Education. University pioneers include Stanford, Harvard, MIT, the University of Pennsylvania, Caltech, the University of Texas at Austin, the University of California at Berkeley, and San Jose State University.[46] Related companies investing in MOOCs include Google and educational publisher Pearson PLC. Venture capitalists include Kleiner Perkins Caufield & Byers, New Enterprise Associates and Andreessen Horowitz.[46]

 In the fall of 2011, Stanford University launched three courses.[47] The first of those courses was Introduction Into AI, launched by Sebastian Thrun and Peter Norvig. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by Andrew Ng and Jennifer Widom. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and Daphne Koller and Andrew Ng launched Coursera.[48]

 In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with San Jose State University. In May 2013, the company announced the first entirely MOOC-based master's degree, a collaboration between Udacity, AT&T and the Georgia Institute of Technology, costing $7,000, a fraction of its normal tuition.[49]

 Concerned about the commercialization of online education, in 2012 MIT created the not-for-profit MITx.[50] The inaugural course, 6.002x, launched in March 2012. Harvard joined the group, renamed edX, that spring, and University of California, Berkeley joined in the summer. The initiative then added the University of Texas System, Wellesley College and Georgetown University.

 In September 2013, edX announced a partnership with Google to develop MOOC.org, a site for non-xConsortium groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure.[51] The Chinese Tsinghua University MOOC platform XuetangX.com (launched Oct. 2013) uses the Open edX platform.[52]

 Before 2013, each MOOC tended to develop its own delivery platform. EdX in April 2013 joined with Stanford University, which previously had its own platform called Class2Go, to work on XBlock SDK, a joint open-source platform. It is available to the public under the Affero GPL open source license, which requires that all improvements to the platform be publicly posted and made available under the same license.[53] Stanford Vice Provost John Mitchell said that the goal was to provide the "Linux of online learning".[54] This is unlike companies such as Coursera that have developed their own platform.[55][ unreliable source? ]

 By November 2013, edX offered 94 courses from 29 institutions around the world. During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics.[56] Udacity offered 26 courses. The number of courses offered has since increased dramatically: As of January 2016, edx offers 820 courses, Coursera offers 1580 courses and Udacity offers more than 120 courses. According to FutureLearn, the British Council's Understanding IELTS: Techniques for English Language Tests has an enrollment of over 440,000 students.[57]

 Notable providers [ edit ]

 Main article: List of MOOC providers

 Emergence of innovative courses [ edit ]

 Early cMOOCs such as CCK08 and ds106 used innovative pedagogy (Connectivism), with distributed learning materials rather than a video-lecture format, and a focus on education and learning, and digital storytelling respectively[19][20][21][22][23]

 Following the 2011 launch of three Stanford xMOOCs, including Introduction Into AI, launched by Sebastian Thrun and Peter Norvig[47] a number of other innovative courses have emerged. As of May 2014, more than 900 MOOCs are offered by US universities and colleges. As of February 2013, dozens of universities had affiliated with MOOCs, including many international institutions.[43][58] In addition, some organisations operate their own MOOCs – including Google's Power Search.

 A range of courses have emerged; "There was a real question of whether this would work for humanities and social science", said Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and science courses[59] even though the corresponding completion rates are lower.[10]

 In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist.[60] The course has been offered recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki.[60][61] At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there have been over 8000 participants in their MOOCs altogether.[62]

 On 18 June 2012, Ali Lemus from Galileo University[63] launched the first Latin American MOOC titled "Desarrollando Aplicaciones para iPhone y iPad"[64] This MOOC is a Spanish remix of Stanford University's popular "CS 193P iPhone Application Development" and had 5,380 students enrolled. The technology used to host the MOOC was the Galileo Educational System platform (GES) which is based on the .LRN project.[65]

 "Gender Through Comic Books" was a course taught by Ball State University's Christina Blanch on Instructure's Canvas Network, a MOOC platform launched in November 2012.[66] The course used examples from comic books to teach academic concepts about gender and perceptions.[67]

 In November 2012, the University of Miami launched its first high school MOOC as part of Global Academy, its online high school. The course became available for high school students preparing for the SAT Subject Test in biology.[68]

 During the Spring 2013 semester, Cathy Davidson and Dan Ariely taught the "Surprise Endings: Social Science and Literature" a SPOC course taught in-person at Duke University and also as a MOOC, with students from Duke running the online discussions.[4]

 In the UK of summer 2013, Physiopedia ran their first MOOC regarding Professional Ethics in collaboration with University of the Western Cape in South Africa.[69] This was followed by a second course in 2014, Physiotherapy Management of Spinal Cord Injuries, which was accredited by the World Confederation of Physical Therapy and attracted approximately 4000 participants with a 40% completion rate.[70][71] Physiopedia is the first provider of physiotherapy/physical therapy MOOCs, accessible to participants worldwide.[72]

 In March 2013, Coursolve piloted a crowdsourced business strategy course for 100 organizations with the University of Virginia.[73] A data science MOOC began in May 2013.[74]

 In May 2013, Coursera announced free e-books for some courses in partnership with Chegg, an online textbook-rental company. Students would use Chegg's e-reader, which limits copying and printing and could use the book only while enrolled in the class.[75]

 In June 2013, the University of North Carolina at Chapel Hill launched Skynet University,[76] which offers MOOCs on introductory astronomy. Participants gain access to the university's global network of robotic telescopes, including those in the Chilean Andes and Australia.

 In July 2013 the University of Tasmania launched Understanding Dementia. The course had a completion rate of (39%),[77] the course was recognized in the journal Nature.[78]

 Startup Veduca[79] launched the first MOOCs in Brazil, in partnership with the University of São Paulo in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury.[80] In the first two weeks following the launch at Polytechnic School of the University of São Paulo, more than 10,000 students enrolled.[81][82]

 Startup Wedubox (finalist at MassChallenge 2013)[83] launched the first MOOC in finance and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in Dec 2013 only 2 months after the launch.[ citation needed ]

 In January 2014, Georgia Institute of Technology partnered with Udacity and AT&T to launch their Online Master of Science in Computer Science (OMSCS). Priced at $7,000, OMSCS was the first MOOD (massive online open degree) (Master's degree) in computer science.[84][85][86]

 In September 2014, the high street retailer, Marks & Spencer partnered up with University of Leeds to construct an MOOC business course "which will use case studies from the Company Archive alongside research from the University to show how innovation and people are key to business success. The course will be offered by the UK based MOOC platform, FutureLearn.[87]

 On 16 March 2015, the University of Cape Town launched its first MOOC, Medicine and the Arts on the UK-led platform, Futurelearn.[88]

 In July 2015, OpenClassrooms, jointly with IESA Multimedia, launched the first MOOC-based bachelor's degree in multimedia project management recognized by a French state.[89]

 In January 2018, Brown University opened its first "game-ified" course on EdX. Titled Fantastic Places, Unhuman Humans: Exploring Humanity Through Literature by Professor James Egan. It featured a storyline and plot to help Leila, a lost humanoid wandering different worlds, in which a learner had to play mini games to advance through the course.[90]

 The Pacific Open Learning Health Net, set up by the WHO in 2003, developed an online learning platform in 2004–05 for continuing development of health professionals. Courses were originally delivered by Moodle, but were looking more like other MOOCs by 2012.[91]

 Student experience and pedagogy [ edit ]

 Students served [ edit ]

 By June 2012, more than 1.5 million people had registered for classes through Coursera, Udacity or edX.[92][93] As of 2013, the range of students registered appears to be broad, diverse and non-traditional, but concentrated among English-speakers in rich countries. By March 2013, Coursera alone had registered about 2.8 million learners.[56] By October 2013, Coursera enrollment continued to surge, surpassing 5 million, while edX had independently reached 1.3 million.[59]

 Coursera enrollees
 Country Percentage
 United States 27.7% 
 India 8.8% 
 Brazil 5.1% 
 United Kingdom 4.4% 
 Spain 4.0% 
 Canada 3.6% 
 Australia 2.3% 
 Russia 2.2% 
 Rest of world 41.9% 
 

 A course billed as "Asia's first MOOC" given by the Hong Kong University of Science and Technology through Coursera starting in April 2013 registered 17,000 students. About 60% were from "rich countries" with many of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been discouraged by Chinese government policies.[94]

 Koller stated in May 2013 that a majority of the people taking Coursera courses had already earned college degrees.[95]

 According to a Stanford University study of a more general group of students "active learners" – anybody who participated beyond just registering – found that 64% of high school active learners were male and 88% were male for undergraduate- and graduate-level courses.[96]

 A study from Stanford University's Learning Analytics group identified four types of students: auditors, who watched video throughout the course, but took few quizzes or exams; completers, who viewed most lectures and took part in most assessments; disengaged learners, who quickly dropped the course; and sampling learners, who might only occasionally watch lectures.[96] They identified the following percentages in each group:[97]

 Course Auditing Completing Disengaging Sampling
 High school 6% 27% 29% 39% 
 Undergraduate 6% 8% 12% 74% 
 Graduate 9% 5% 6% 80% 
 

 Jonathan Haber focused on questions of what students are learning and student demographics. About half the students taking US courses are from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. Video lectures followed by multiple choice questions can be challenging since they are often the "right questions". Smaller discussion boards paradoxically offer the best conversations. Larger discussions can be "really, really thoughtful and really, really misguided", with long discussions becoming rehashes or "the same old stale left/right debate".[98]

 MIT and Stanford University offered initial MOOCs in Computer Science and Electrical Engineering. Since engineering courses need prerequisites so at the outset upper-level engineering courses were nearly absent from the MOOC list. By 2015, several universities were presenting undergraduate and advanced-level engineering courses.[99][100][101]

 Educator experience [ edit ]

 In 2013, the Chronicle of Higher Education surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation", though some instructors' pre-class preparation was "a few dozen hours". The professors then spent 8–10 hours per week on the course, including participation in discussion forums.[102]

 The medians were: 33,000 students enrollees; 2,600 passing; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos, 75% used open educational resources and 27% used other resources. 9% of the classes required a physical textbook and 5% required an e-book.[102][103]

 Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Georgia Tech professor Karen Head reports that 19 people work on their MOOCs and that more are needed.[104] The platforms have availability requirements similar to media/content sharing websites, due to the large number of enrollees. MOOCs typically use cloud computing and are often created with authoring systems. Authoring tools for the creation of MOOCs are specialized packages of educational software like Elicitus, IMC Content Studio and Lectora that are easy-to-use and support e-learning standards like SCORM and AICC.

 Completion rates [ edit ]

 Despite their potential to support learning and education, MOOCs have a major concern related to attrition rates and course drop out. Even though the number of learners who enroll in the courses tends to be in the thousands range, only a very small portion of the enrolled learners complete the course. According to the visualizations and analysis conducted by Katy Jordan (2015),[105] the investigated MOOCs have a typical enrollment of 25,000, even though enrollment has reached a value up to ~230,000. Jordan reports that the average completion rate for such MOOCs is approximately 15%. Early data from Coursera suggest a completion rate of 7–9%.[106] Coffrin et al. (2012)[107] report the completion rates are even lower (between 3 and 5%), while they say there is a consistent and noticeable decline in the number of students who participate in the course every week. Others[106][108][109][110][111] have also shown attrition rates similar to Coffrin. One example is the course Bioelectricity, in the Fall of 2012 at Duke University, where 12,725 students enrolled, but only 7,761 ever watched a video, 3,658 attempted a quiz, 345 attempted the final exam, and 313 passed, earning a certificate.[112][113] Students paying $50 for a feature (designed to prevent cheating on exams) have completion rates of about 70%.[114] Yang et al. (2013)[115] suggest that even though there is a large proportion of students who drop out early on due to a variety of reasons, there is a significant proportion of the students who remain in the course and drop out later, thus causing attrition to happen over time.

 Before analyzing some factors which is related to attrition rates and course drop out, one important thing one should keep in mind is that average completion rate for MOOCs is not a good indicator. Completion rate does not reflect the overall view of every student because different students have diverse purposes.[116] For example, Khe Foon Hew (2016)[116] indicates that some students take part in the MOOCs just for interest or finding extrinsic value of course. They drop the course if the course does not satisfy their purpose. However, completion rate is objective enough to reflect engagement of students.

 Much research has investigated why students drop out of MOOC courses or what factors could contribute to them dropping out. For example, Carolyn Rosé et al. (2014)[117] investigate how three social factors make predictions on student attrition, for students who participated in the course discussion forum. The authors found that students who serve as authorities in the community seem to be more committed to the community and thus less inclined to drop out the course. In addition, students who actively participated in the course since the first week were 35% less likely to drop out of the course, compared with the average population. Lastly, the analysis of the patterns of attrition in a sub community showed that attrition was related to the engagement of the particular students with one another. One interpretation of this finding according to Rosé et al. (2014)[117] is that while participating in MOOCs, students create virtual cohorts who progress and engage with the material in similar ways. Thus, if students start dropping out, then that might cause other students to drop out as they might perceive the environment as less supportive or engaging without their peers.

 Other studies focus on exploring how motivation and self-regulated learning could be related to MOOC dropout and attrition. Carson (2002)[118] investigated characteristics of self-directed learning in students of grades 8–12 who took online courses through a statewide online program. Two of the hypothesis that the study explored were whether there exist underlying distinct classes (categories) of self-regulated learners and if the membership in these classes was associated with measures such significantly different online course completion, online final grade, or GPA. The results show that there exist different latent classes of self-regulated learning within the population of online students, designated as high, moderate, and low self-directed learning. In addition, the results support the hypothesis that there is an association between the self-directed learning class the student belongs to with the significantly different course completion rate or course achievement (course achievement was measured by the completion of the online courses, the final online course grade and the cumulative GPA). In other words, course completion and self-directed learning in students were found to be significantly related.

 One online survey published a "top ten" list of reasons for dropping out of a MOOC.[119] The list involved reasons such as the course required too much time, or was too difficult or too basic. Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack of a proper introduction to course technology and format, clunky technology and abuse on discussion boards. Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material.[10] Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential. Other reasons for the poor completion rates include the workload, length and difficulty of a course.[10] In addition, some participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times.[120]

 Besides those factors cause the low completion rate in MOOCs, the inequality on receiving knowledge affected by different characters of individuals also has a huge influence on the consequence of completion rate. Actually, MOOC is not as fair as we expected. Russian researchers Semenova, T.V. and Rudakova, L.M (2016), indicate that MOOC is designed to decrease the unequal access to getting knowledge, but that does not mean every individual can enjoy the same equality in course completion rate. From their research, there are three main factors that cause inequality, which are degree of education, experience of MOOCs and gender. The survey shows that 18% of high-education students complete the course while only 3% low-education students complete. To be more visualized, 84–88% of students who have completed the course are high-educational. What's more, among students who have completed the course, 65–80% of students have at least one experience of using online learning platform comparing to 6–31% of students who have no experience. Gender also influences the completion rate. In general, 6–7% more men than women complete the course because women are supposed to do household in many countries, which distracts women's attention in learning.[121]

 The effectiveness of MOOCs is an open question as completion rates are substantially less than traditional online education courses.[122][123] Alraimi et al. (2015) explained in their research model a substantial percentage of the variance for the intention to continue using MOOCs, which is significantly influenced by perceived reputation, perceived openness, perceived usefulness, and perceived user satisfaction. Perceived reputation and perceived openness were the strongest predictors and have not previously been examined in the context of MOOCs

 However, research indicates that completion rates is not the right metric to measure success of MOOCs. Alternate metrics are proposed to measure effectiveness of MOOCs and online learning.[123]

 Instructional design [ edit ]

 External video  
  
 10 Steps to Developing an Online Course: Walter Sinnott-Armstrong on YouTube, Duke University[124] 
 Designing, developing and running (Massive) Online Courses by George Siemens, Athabasca University[125]
 

 Many MOOCs use video lectures, employing the old form of teaching (lecturing) using a new technology.[122][126] Thrun testified before the President’s Council of Advisors on Science and Technology (PCAST) that MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself".[127]

 Some view the videos and other material produced by the MOOC as the next form of the textbook. "MOOC is the new textbook", according to David Finegold of Rutgers University.[128] A study of edX student habits found that certificate-earning students generally stop watching videos longer than 6 to 9 minutes. They viewed the first 4.4 minutes (median) of 12- to 15-minute videos.[129] Some traditional schools blend online and offline learning, sometimes called flipped classrooms. Students watch lectures online at home and work on projects and interact with faculty while in class. Such hybrids can even improve student performance in traditional in-person classes. One fall 2012 test by San Jose State and edX found that incorporating content from an online course into a for-credit campus-based course increased pass rates to 91% from as low as 55% without the online component. "We do not recommend selecting an online-only experience over a blended learning experience", says Coursera's Andrew Ng.[59]

 Because of massive enrollments, MOOCs require instructional design that facilitates large-scale feedback and interaction. The two basic approaches are:

 * Peer-review and group collaboration
 * Automated feedback through objective, online assessments, e.g. quizzes and exams[130] Machine grading of written assignments is also underway.[131]

 So-called connectivist MOOCs rely on the former approach; broadcast MOOCs rely more on the latter.[132] This marks a key distinction between cMOOCs where the 'C' stands for 'connectivist', and xMOOCs where the x stands for extended (as in TEDx, edX) and represents that the MOOC is designed to be in addition to something else (university courses for example).[133]

 Assessment can be the most difficult activity to conduct online, and online assessments can be quite different from the brick-and-mortar version.[130] Special attention has been devoted to proctoring and cheating.[134]

 Peer review is often based upon sample answers or rubrics, which guide the grader on how many points to award different answers. These rubrics cannot be as complex for peer grading as for teaching assistants. Students are expected to learn via grading others[135] and become more engaged with the course.[10] Exams may be proctored at regional testing centers. Other methods, including "eavesdropping technologies worthy of the C.I.A.", allow testing at home or office, by using webcams, or monitoring mouse clicks and typing styles.[134] Special techniques such as adaptive testing may be used, where the test tailors itself given the student's previous answers, giving harder or easier questions accordingly.

 "The most important thing that helps students succeed in an online course is interpersonal interaction and support", says Shanna Smith Jaggars, assistant director of Columbia University's Community College Research Center. Her research compared online-only and face-to-face learning in studies of community-college students and faculty in Virginia and Washington state. Among her findings: In Virginia, 32% of students failed or withdrew from for-credit online courses, compared with 19% for equivalent in-person courses.[59]

 Assigning mentors to students is another interaction-enhancing technique.[59] In 2013 Harvard offered a popular class, The Ancient Greek Hero, instructed by Gregory Nagy and taken by thousands of Harvard students over prior decades. It appealed to alumni to volunteer as online mentors and discussion group managers. About 10 former teaching fellows also volunteered. The task of the volunteers, which required 3–5 hours per week, was to focus on online class discussion. The edX course registered 27,000 students.[136]

 Research by Kop and Fournier[137] highlighted as major challenges the lack of social presence and the high level of autonomy required. Techniques for maintaining connection with students include adding audio comments on assignments instead of writing them, participating with students in the discussion forums, asking brief questions in the middle of the lecture, updating weekly videos about the course and sending congratulatory emails on prior accomplishments to students who are slightly behind.[59] Grading by peer review has had mixed results. In one example, three fellow students grade one assignment for each assignment that they submit. The grading key or rubric tends to focus the grading, but discourages more creative writing.[98]

 A. J. Jacobs in an op-ed in The New York Times graded his experience in 11 MOOC classes overall as a "B".[138] He rated his professors as '"B+", despite "a couple of clunkers", even comparing them to pop stars and "A-list celebrity professors". Nevertheless, he rated teacher-to-student interaction as a "D" since he had almost no contact with the professors. The highest-rated ("A") aspect of Jacobs' experience was the ability to watch videos at any time. Student-to-student interaction and assignments both received "B−". Study groups that did not meet, trolls on message boards and the relative slowness of online vs. personal conversations lowered that rating. Assignments included multiple-choice quizzes and exams as well as essays and projects. He found the multiple-choice tests stressful and peer-graded essays painful. He completed only 2 of the 11 classes.[138][139]

 Information architecture [ edit ]

 When searching for the desired course, the courses are usually organized by "most popular" or a "topical scheme". Courses planned for synchronous learning are structured as an exact organizational scheme called a chronological scheme,[140] Courses planned for asynchronous learning are also presented as a chronological scheme, but the order the information is learned as a hybrid scheme. In this way it can be harder to understand the course content and complete, because they are not based on an existing mental model.[140]

 Industry [ edit ]

 MOOCs are widely seen as a major part of a larger disruptive innovation taking place in higher education.[141][142][143] In particular, the many services offered under traditional university business models are predicted to become unbundled and sold to students individually or in newly formed bundles.[144][145] These services include research, curriculum design, content generation (such as textbooks), teaching, assessment and certification (such as granting degrees) and student placement. MOOCs threaten existing business models by potentially selling teaching, assessment, or placement separately from the current package of services.[141][146][147]

 President Barack Obama has cited recent developments, including the online learning innovations at Carnegie Mellon University, Arizona State University and Georgia Institute of Technology, as having potential to reduce the rising costs of higher education.[148]

 James Mazoue, Director of Online Programs at Wayne State University describes one possible innovation:

 The next disruptor will likely mark a tipping point: an entirely free online curriculum leading to a degree from an accredited institution. With this new business model, students might still have to pay to certify their credentials, but not for the process leading to their acquisition. If free access to a degree-granting curriculum were to occur, the business model of higher education would dramatically and irreversibly change.[149]

 But how universities will benefit by "giving our product away free online" is unclear.[150]

 No one's got the model that's going to work yet. I expect all the current ventures to fail, because the expectations are too high. People think something will catch on like wildfire. But more likely, it's maybe a decade later that somebody figures out how to do it and make money.

 — James Grimmelmann, New York Law School professor[150]

 Principles of openness inform the creation, structure and operation of MOOCs. The extent to which practices of Open Design in educational technology[151] are applied vary.

 Attributes of major MOOC providers,[152] with update[153]
 Initiatives Nonprofit Free to access Certification fee Institutional credits
 edX No Partial Yes Partial 
 Coursera No Partial Yes Partial 
 Udacity No Partial Yes Partial 
 Udemy No Partial Yes Partial 
 P2PU Yes Yes No No 
 

 Fee opportunities [ edit ]

 In the freemium business model, the basic product – the course content – is given away free. "Charging for content would be a tragedy", said Andrew Ng. But "premium" services such as certification or placement would be charged a fee – however financial aids are given in some cases.[56]

 Course developers could charge licensing fees for educational institutions that use its materials. Introductory or "gateway" courses and some remedial courses may earn the most fees. Free introductory courses may attract new students to follow-on fee-charging classes. Blended courses supplement MOOC material with face-to-face instruction. Providers can charge employers for recruiting its students. Students may be able to pay to take a proctored exam to earn transfer credit at a degree-granting university, or for certificates of completion.[150] Udemy allows teachers to sell online courses, with the course creators keeping 70–85% of the proceeds and intellectual property rights.[154]

 Coursera found that students who paid $30 to $90 were substantially more likely to finish the course. The fee was ostensibly for the company's identity-verification program, which confirms that they took and passed a course.[59]

 Overview of potential revenue sources for three MOOC providers[155][156]
 edX Coursera Udacity 
  * Certification  
  * Secure assessments  
 * Certification * Employee recruitment * Certification 
 * College credits * Applicant screening * Employers paying to recruit talented students
 * Human tutoring or assignment marking * Human tutoring or assignment marking * Students' résumés and job match services 
 * Financial aid * Enterprises pay to run their own training courses * Sponsored high-tech skills courses 
 * Proctored examinations * Sponsorships  
  * Tuition fees  
  * Transcript services (not disclosed to students yet) 
 

 In February 2013, the American Council on Education (ACE) recommended that its members provide transfer credit from a few MOOC courses, though even the universities who deliver the courses had said that they would not.[157] The University of Wisconsin offered multiple, competency-based bachelor's and master's degrees starting Fall 2013, the first public university to do so on a system-wide basis. The university encouraged students to take online-courses such as MOOCs and complete assessment tests at the university to receive credit.[158] As of 2013 few students had applied for college credit for MOOC classes.[159] Colorado State University-Global Campus received no applications in the year after they offered the option.[158]

 Academic Partnerships is a company that helps public universities move their courses online. According to its chairman, Randy Best, "We started it, frankly, as a campaign to grow enrollment. But 72 to 84 percent of those who did the first course came back and paid to take the second course."[160]

 While Coursera takes a larger cut of any revenue generated – but requires no minimum payment – the not-for-profit edX has a minimum required payment from course providers, but takes a smaller cut of any revenues, tied to the amount of support required for each course.[161]

 Benefits [ edit ]

 Improving access to higher education [ edit ]

 MOOCs are regarded by many as an important tool to widen access to higher education (HE) for millions of people, including those in the developing world, and ultimately enhance their quality of life.[2] MOOCs may be regarded as contributing to the democratisation of HE, not only locally or regionally but globally as well. MOOCs can help democratise content and make knowledge reachable for everyone. Students are able to access complete courses offered by universities all over the world, something previously unattainable. With the availability of affordable technologies, MOOCs increase access to an extraordinary number of courses offered by world-renowned institutions and teachers.[162]

 Providing an affordable alternative to formal education [ edit ]

 The costs of tertiary education continue to increase because institutions tend to bundle too many services. With MOOCs, some of these services can be transferred to other suitable players in the public or private sector. MOOCs are for large numbers of participants, can be accessed by anyone anywhere as long as they have an Internet connection, are open to everyone without entry qualifications and offer a full/complete course experience online for free.[163][162]

 Sustainable development goals [ edit ]

 Main article: Sustainable Development Goals

 MOOCs can be seen as a form of open education offered for free through online platforms. The (initial) philosophy of MOOCs is to open up quality higher education to a wider audience. As such, MOOCs are an important tool to achieve goal 4 of the 2030 Agenda for Sustainable Development.[162]

 Offers a flexible learning schedule [ edit ]

 Certain lectures, videos, and tests through MOOCs can be accessed at any time compared to scheduled class times. By allowing learners to complete their coursework in their own time, this provides flexibility to learners based on their own personal schedules.[164][162]

 Online collaboration [ edit ]

 The learning environments of MOOCs make it easier for learners across the globe to work together on common goals. Instead of having to physically meet one another, online collaboration creates partnerships among learners. While time zones may have an effect on the hours that learners communicate, projects, assignments, and more can be completed to incorporate the skills and resources that different learners offer no matter where they are located.[164][162] Distance and collaboration can benefit learners who may have struggled with traditionally more individual learning goals, including learning how to write.[165]

 Challenges and criticisms [ edit ]

 The MOOC Guide[166] suggests six possible challenges for cMOOCs:

 1. Relying on user-generated content can create a chaotic learning environment.
 2. Digital literacy is necessary to make use of the online materials.
 3. The time and effort required from participants may exceed what students are willing to commit to a free online course.
 4. Once the course is released, content will be reshaped and reinterpreted by the massive student body, making the course trajectory difficult for instructors to control.
 5. Participants must self-regulate and set their own goals.
 6. Language and translation barriers.
 7. Accessibility barriers for differently-abled users
 8. Access barriers for people from low socio-economic neighbourhoods and countries with very little internet access

 These general challenges in effective MOOC development are accompanied by criticism by journalists and academics.

 Robert Zemsky (2014) argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects."[167] Others have pointed to a backlash arising from the tiny completion rates.[168]

 Some[ who? ] dispute that the "territorial" dimensions of MOOCs[169] have received insufficient discussion or data-backed analysis, namely: 1. the true geographical diversity of enrolls in/completes courses; 2. the implications of courses scaling across country borders, and potential difficulties with relevance and knowledge transfer; and 3. the need for territory-specific study of locally relevant issues and needs.

 Other features associated with early MOOCs, such as open licensing of content, open structure and learning goals, and community-centeredness, may not be present in all MOOC projects.[7]

 Effects on the structure of higher education were lamented, for example, by Moshe Y. Vardi, who finds an "absence of serious pedagogy in MOOCs", and indeed in all of higher education. He criticized the format of "short, unsophisticated video chunks, interleaved with online quizzes, and accompanied by social networking."[ clarification needed ] An underlying reason is simple cost-cutting pressures, which could hamstring the higher education industry.[170]

 The changes predicted from MOOCs generated objections in some quarters. The San Jose State University philosophy faculty wrote in an open letter to Harvard University professor and MOOC teacher Michael Sandel:

 Should one-size-fits-all vendor-designed blended courses become the norm, we fear two classes of universities will be created: one, well-funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures.[171]

 Cary Nelson, former president of the American Association of University Professors claimed that MOOCs are not a reliable means of supplying credentials, stating that "It’s fine to put lectures online, but this plan only degrades degree programs if it plans to substitute for them." Sandra Schroeder, chair of the Higher Education Program and Policy Council for the American Federation of Teachers expressed concern that "These students are not likely to succeed without the structure of a strong and sequenced academic program."[172]

 With a 60% majority, the Amherst College faculty rejected the opportunity to work with edX based on a perceived incompatibility with their seminar-style classes and personalized feedback. Some were concerned about issues such as the "information dispensing" teaching model of lectures followed by exams, the use of multiple-choice exams and peer-grading. The Duke University faculty took a similar stance in the spring of 2013. The effect of MOOCs on second- and third-tier institutions and of creating a professorial "star system" were among other concerns.[131]

 At least one alternative to MOOCs has advocates: Distributed Open Collaborative Courses (DOCC) challenge the roles of the instructor, hierarchy, money and massiveness. DOCC recognizes that the pursuit of knowledge may be achieved better by not using a centralized singular syllabus, that expertise is distributed throughout all the participants and does not just reside with one or two individuals.[173]

 Another alternative to MOOCs is the self-paced online course (SPOC) which provides a high degree of flexibility. Students can decide on their own pace and with which session they would like to begin their studies. According to a report by Class Central founder Dhawal Shah, more than 800 self-paced courses have been available in 2015.[174]

 Although the purpose of MOOCs is ultimately to educate more people, recent criticisms include accessibility and a Westernized curriculum that lead to a failure to reach the same audiences marginalised by traditional methods.[175]

 MOOCs have been criticized for a perceived lack of academic rigor as well as the monetization strategies adopted by providers. In MOOCs: A University Qualification in 24 Hours? Michael Shea writes "By offering courses that are near-impossible to fail and charging upfront fees for worthless certificates, Coursera is simply running a high-tech version of the kind of scams that have been run by correspondence colleges for decades."[176]

 The experience of English language learners (ELLs) in MOOCs [ edit ]

 Language of instruction is one of the major barriers that ELLs face in MOOCs. In recent estimates, almost 75% of MOOC courses are presented in the English language, however, native English speakers are a minority among the world's population.[177] This issue is mitigated by the increasing popularity of English as a global language, and therefore has more second language speakers than any other language in the world. This barrier has encouraged content developers and other MOOC stakeholders to develop content in other popular languages to increase MOOC access. However, research studies show that some ELLs prefer to take MOOCs in English, despite the language challenges, as it promotes their goals of economic, social, and geographic mobility.[178] This emphasizes the need to not only provide MOOC content in other languages, but also to develop English language interventions for ELLs who participate in English MOOCs.

 Areas that ELLs particularly struggle with in English MOOCs include MOOC content without corresponding visual supporting materials[179] (e.g., an instructor narrating instruction without text support in the background), or their hesitation to participate in MOOC discussion forums.[180] Active participation in MOOC discussion forums has been found to improve students grades, their engagement, and leads to lower dropout rates,[181] however, ELLs are more likely to be spectators than active contributors in discussion forums.[180]

 Researching studies show a “complex mix of affective, socio-cultural, and educational factors” that are inhibitors to their active participation in discussion forums.[182] As expected, English as the language of communication poses both linguistic and cultural challenges for ELLs, and they may not be confident in their English language communication abilities.[183] Discussion forums may also be an uncomfortable means of communication especially for ELLs from Confucian cultures, where disagreement and arguing one’s points are often viewed as confrontational, and harmony is promoted.[184] Therefore, while ELLs may be perceived as being uninterested in participating, research studies show that they do not show the same hesitation in face to face discourse.[185][186] Finally, ELLs may come from high power distance cultures,[187] where teachers are regarded as authority figures, and the culture of back and forth conversations between teachers and students is not a cultural norm.[185][186] As a result, discussion forums with active participation from the instructors may cause discomfort and prevent participation of students from such cultures.

 Curation [ edit ]

 Open Culture, not affiliated with Stanford University, founded in 2006, by Dan Coleman, the Director and Associate Dean of Stanford University's Continuing Education Program, aggregates and curates free MOOCs, as well as free cultural & educational media.[188][189][190][191][192][193][194][195] C. Berman, of the University of Illinois at Urbana-Champaign, found the website difficult to navigate, with links "hidden" in articles, and the right side lists, clunky and long.[196]

 See also [ edit ]

 * List of MOOC providers
 * Language MOOC
 * Outcome-based education
 * OpenCourseWare
 * Saylor Foundation
 * Small private online course
 * Qualifications frameworks for online learning
 * Open educational resources in Canada

 References [ edit ]

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 Sources [ edit ]

 * This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries​, 17–18, 21–22, 24, Patru, Mariana; Balaji, Venkataraman, UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page . For information on reusing text from Wikipedia , please see the terms of use .

 Further reading [ edit ]

 * Walsh, Taylor (2011). Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses. Princeton University Press. ISBN 978-0691148748.

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 * 
Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "massive open online course"  
A massive open online course (MOOC ) or an open online course is an online course aimed at unlimited participation and open access via the Web. [1]  In addition to traditional course materials, such as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and teaching assistants (TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in distance education, [2]  first introduced in 2008, [3]  that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC". [4]   [5]   [6] 
 Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs (xMOOCs: extended MOOCs) use closed licenses for their course materials while maintaining free access for students. [7]   [8]   [9]   [10] 
History[edit]
  What is a MOOC?, December 2010  
Precursors[edit]
Before the Digital Age, distance learning appeared in the form of correspondence courses in the 1890s–1920s and later radio and television broadcast of courses and early forms of e-learning. Typically fewer than five percent of the students would complete a course. [11]  For example the Stanford Honors Cooperative Program, established in 1954, eventually offered video classes on-site at companies, at night, leading to a fully accredited Master's degree. This program was controversial because the companies paid double the normal tuition paid by full-time students. [12]  The 2000s saw changes in online, or e-learning and distance education, with increasing online presence, open learning opportunities, and the development of MOOCs. [13]  By 2010 audiences for the most popular college courses such as "Justice" with Michael J. Sandel and "Human Anatomy" with Marian Diamond were reaching millions. [14] 
Early approaches[edit]
The first MOOCs emerged from the open educational resources (OER) movement, which was sparked by MIT OpenCourseWare project. [15]  The OER movement was motivated from work by researchers who pointed out that class size and learning outcomes had no established connection. Here, Daniel Barwick's work is the most often-cited example. [16]   [17] 
 Within the OER movement, the Wikiversity was founded in 2006 and the first open course on the platform was organised in 2007. Ten-week course with more than 70 students was used to test the idea of making Wikiversity an open and free platform for education in the tradition of Scandinavian free adult education, Folk High School and the free school movement. [18]  The term MOOC was coined in 2008 by Dave Cormier of the University of Prince Edward Island in response to a course called Connectivism and Connective Knowledge (also known as CCK08). CCK08, which was led by George Siemens of Athabasca University and Stephen Downes of the National Research Council, consisted of 25 tuition-paying students in Extended Education at the University of Manitoba, as well as over 2200 online students from the general public who paid nothing. [19]  All course content was available through RSS feeds, and online students could participate through collaborative tools, including blog posts, threaded discussions in Moodle, and Second Life meetings. [20]   [21]   [22]  Stephen Downes considers these so-called cMOOCs to be more "creative and dynamic" than the current xMOOCs, which he believes "resemble television shows or digital textbooks". [19] 
 Other cMOOCs were then developed; for example, Jim Groom from The University of Mary Washington and Michael Branson Smith of York College, City University of New York hosted MOOCs through several universities starting with 2011's 'Digital Storytelling' (ds106) MOOC. [23]  MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded existing distance learning offerings (e.g., podcasts) into free and open online courses. [24] 
 Alongside the development of these open courses, other E-learning platforms emerged – such as Khan Academy, Peer-to-Peer University (P2PU), Udemy, and Alison – which are viewed as similar to MOOCs and work outside the university system or emphasize individual self-paced lessons. [25]   [26]   [27]   [28]   [29] 
cMOOCs and xMOOCs[edit]
      MOOCs and open-education timeline (updated 2015 version) [13]   [30]    
As MOOCs developed with time, multiple conceptions of the platform seem to have emerged. Mostly two different types can be differentiated: those that emphasize a connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, several early adopters of the platform proposed the terms "cMOOC" and "xMOOC". [31]   [32] 
 cMOOCs are based on principles from connectivist pedagogy indicating that material should be aggregated (rather than pre-selected),  remixable , re-purposable, and feeding forward (i.e. evolving materials should be targeted at future learning). [33]   [34]   [35]   [36]  cMOOC instructional design approaches attempt to connect learners to each other to answer questions or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC. [37]  Andrew Ravenscroft of the London Metropolitan University claimed that connectivist MOOCs better support collaborative dialogue and knowledge building. [38]   [39] 
 xMOOCs have a much more traditional course structure. They are characterized by a specified aim of completing the course obtaining certain knowledge certification of the subject matter. They are presented typically with a clearly specified syllabus of recorded lectures and self-test problems. However, some providers require paid subscriptions for acquiring graded materials and certificates. They employ elements of the original MOOC, but are, in some effect, branded IT platforms that offer content distribution partnerships to institutions. [32]  The instructor is the expert provider of knowledge, and student interactions are usually limited to asking for assistance and advising each other on difficult points.
Emergence of MOOC providers[edit]
According to  The New York Times , 2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including Coursera, Udacity, and edX. [4] 
      Dennis Yang, President of MOOC provider Udemy, suggested in 2013 that MOOCs were in the midst of a hype cycle, with expectations undergoing a wild swing. [40]    
During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings. [41]  Dennis Yang, President of MOOC provider Udemy, later made the point in an article for  The Huffington Post . [42] 
 Many universities scrambled to join in the "next big thing", as did more established online education service providers such as Blackboard Inc, in what has been called a "stampede". Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with the large American MOOC providers. [43]   [4]  By early 2013, questions emerged about whether academia was "MOOC'd out". [40]   [44]  This trend was later confirmed in continuing analysis. [45] 
 The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and venture capitalists.  The Chronicle of Higher Education  lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera. [46] 
 The larger non-profit organizations include the Bill &amp; Melinda Gates Foundation, the MacArthur Foundation, the National Science Foundation, and the American Council on Education. University pioneers include Stanford, Harvard, MIT, the University of Pennsylvania, Caltech, the University of Texas at Austin, the University of California at Berkeley, and San Jose State University. [46]  Related companies investing in MOOCs include Google and educational publisher Pearson PLC. Venture capitalists include Kleiner Perkins Caufield &amp; Byers, New Enterprise Associates and Andreessen Horowitz. [46] 
 In the fall of 2011, Stanford University launched three courses. [47]  The first of those courses was Introduction Into AI, launched by Sebastian Thrun and Peter Norvig. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by Andrew Ng and Jennifer Widom. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and Daphne Koller and Andrew Ng launched Coursera. [48] 
 In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with San Jose State University. In May 2013, the company announced the first entirely MOOC-based master's degree, a collaboration between Udacity, AT&amp;T and the Georgia Institute of Technology, costing $7,000, a fraction of its normal tuition. [49] 
 Concerned about the commercialization of online education, in 2012 MIT created the not-for-profit MITx. [50]  The inaugural course, 6.002x, launched in March 2012. Harvard joined the group, renamed edX, that spring, and University of California, Berkeley joined in the summer. The initiative then added the University of Texas System, Wellesley College and Georgetown University.
 In September 2013, edX announced a partnership with Google to develop MOOC.org, a site for non-xConsortium groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure. [51]  The Chinese Tsinghua University MOOC platform XuetangX.com (launched Oct. 2013) uses the Open edX platform. [52] 
 Before 2013, each MOOC tended to develop its own delivery platform. EdX in April 2013 joined with Stanford University, which previously had its own platform called Class2Go, to work on XBlock SDK, a joint open-source platform. It is available to the public under the Affero GPL open source license, which requires that all improvements to the platform be publicly posted and made available under the same license. [53]  Stanford Vice Provost John Mitchell said that the goal was to provide the "Linux of online learning". [54]  This is unlike companies such as Coursera that have developed their own platform. [55]  [ unreliable source? ]
 By November 2013, edX offered 94 courses from 29 institutions around the world. During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics. [56]  Udacity offered 26 courses. The number of courses offered has since increased dramatically: As of January 2016, edx offers 820 courses, Coursera offers 1580 courses and Udacity offers more than 120 courses. According to FutureLearn, the British Council's Understanding IELTS: Techniques for English Language Tests has an enrollment of over 440,000 students. [57] 
Notable providers[edit]
Emergence of innovative courses[edit]
Early cMOOCs such as CCK08 and ds106 used innovative pedagogy (Connectivism), with distributed learning materials rather than a video-lecture format, and a focus on education and learning, and digital storytelling respectively [19]   [20]   [21]   [22]   [23] 
 Following the 2011 launch of three Stanford xMOOCs, including Introduction Into AI, launched by Sebastian Thrun and Peter Norvig [47]  a number of other innovative courses have emerged. As of May 2014, more than 900 MOOCs are offered by US universities and colleges. As of February 2013, dozens of universities had affiliated with MOOCs, including many international institutions. [43]   [58]  In addition, some organisations operate their own MOOCs – including Google's Power Search.
 A range of courses have emerged; "There was a real question of whether this would work for humanities and social science", said Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and science courses [59]  even though the corresponding completion rates are lower. [10] 
 In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist. [60]  The course has been offered recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki. [60]   [61]  At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there have been over 8000 participants in their MOOCs altogether. [62] 
 On 18 June 2012, Ali Lemus from Galileo University  [63]  launched the first Latin American MOOC titled "Desarrollando Aplicaciones para iPhone y iPad" [64]  This MOOC is a Spanish remix of Stanford University's popular "CS 193P iPhone Application Development" and had 5,380 students enrolled. The technology used to host the MOOC was the Galileo Educational System platform (GES) which is based on the .LRN project. [65] 
 "Gender Through Comic Books" was a course taught by Ball State University's Christina Blanch on Instructure's Canvas Network, a MOOC platform launched in November 2012. [66]  The course used examples from comic books to teach academic concepts about gender and perceptions. [67] 
 In November 2012, the University of Miami launched its first high school MOOC as part of Global Academy, its online high school. The course became available for high school students preparing for the SAT Subject Test in biology. [68] 
 During the Spring 2013 semester, Cathy Davidson and Dan Ariely taught the "Surprise Endings: Social Science and Literature" a SPOC course taught in-person at Duke University and also as a MOOC, with students from Duke running the online discussions. [4] 
 In the UK of summer 2013, Physiopedia ran their first MOOC regarding Professional Ethics in collaboration with University of the Western Cape in South Africa. [69]  This was followed by a second course in 2014, Physiotherapy Management of Spinal Cord Injuries, which was accredited by the World Confederation of Physical Therapy and attracted approximately 4000 participants with a 40% completion rate. [70]   [71]  Physiopedia is the first provider of physiotherapy/physical therapy MOOCs, accessible to participants worldwide. [72] 
 In March 2013, Coursolve piloted a crowdsourced business strategy course for 100 organizations with the University of Virginia. [73]  A data science MOOC began in May 2013. [74] 
 In May 2013, Coursera announced free e-books for some courses in partnership with Chegg, an online textbook-rental company. Students would use Chegg's e-reader, which limits copying and printing and could use the book only while enrolled in the class. [75] 
 In June 2013, the University of North Carolina at Chapel Hill launched Skynet University, [76]  which offers MOOCs on introductory astronomy. Participants gain access to the university's global network of robotic telescopes, including those in the Chilean Andes and Australia.
 In July 2013 the University of Tasmania launched Understanding Dementia. The course had a completion rate of (39%), [77]  the course was recognized in the journal Nature. [78] 
 Startup Veduca [79]  launched the first MOOCs in Brazil, in partnership with the University of São Paulo in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury. [80]  In the first two weeks following the launch at Polytechnic School of the University of São Paulo, more than 10,000 students enrolled. [81]   [82] 
 Startup Wedubox (finalist at MassChallenge 2013) [83]  launched the first MOOC in finance and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in Dec 2013 only 2 months after the launch.[ citation needed ]
 In January 2014, Georgia Institute of Technology partnered with Udacity and AT&amp;T to launch their Online Master of Science in Computer Science (OMSCS). Priced at $7,000, OMSCS was the first MOOD (massive online open degree) (Master's degree) in computer science. [84]   [85]   [86] 
 In September 2014, the high street retailer, Marks &amp; Spencer partnered up with University of Leeds to construct an MOOC business course "which will use case studies from the Company Archive alongside research from the University to show how innovation and people are key to business success. The course will be offered by the UK based MOOC platform, FutureLearn. [87] 
 On 16 March 2015, the University of Cape Town launched its first MOOC, Medicine and the Arts on the UK-led platform, Futurelearn. [88] 
 In July 2015, OpenClassrooms, jointly with IESA Multimedia, launched the first MOOC-based bachelor's degree in multimedia project management recognized by a French state. [89] 
 In January 2018, Brown University opened its first "game-ified" course on EdX. Titled Fantastic Places, Unhuman Humans: Exploring Humanity Through Literature by Professor James Egan. It featured a storyline and plot to help Leila, a lost humanoid wandering different worlds, in which a learner had to play mini games to advance through the course. [90] 
 The Pacific Open Learning Health Net, set up by the WHO in 2003, developed an online learning platform in 2004–05 for continuing development of health professionals. Courses were originally delivered by Moodle, but were looking more like other MOOCs by 2012. [91] 
Student experience and pedagogy[edit]
Students served[edit]
By June 2012, more than 1.5 million people had registered for classes through Coursera, Udacity or edX. [92]   [93]  As of 2013, the range of students registered appears to be broad, diverse and non-traditional, but concentrated among English-speakers in rich countries. By March 2013, Coursera alone had registered about 2.8 million learners. [56]  By October 2013, Coursera enrollment continued to surge, surpassing 5 million, while edX had independently reached 1.3 million. [59] 
Coursera enrollees
 
Country
Percentage
 
United States
27.7%
 
India
8.8%
 
Brazil
5.1%
 
United Kingdom
4.4%
 
Spain
4.0%
 
Canada
3.6%
 
Australia
2.3%
 
Russia
2.2%
 
Rest of world
41.9%
   
A course billed as "Asia's first MOOC" given by the Hong Kong University of Science and Technology through Coursera starting in April 2013 registered 17,000 students. About 60% were from "rich countries" with many of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been discouraged by Chinese government policies. [94] 
 Koller stated in May 2013 that a majority of the people taking Coursera courses had already earned college degrees. [95] 
 According to a Stanford University study of a more general group of students "active learners" – anybody who participated beyond just registering – found that 64% of high school active learners were male and 88% were male for undergraduate- and graduate-level courses. [96] 
 A study from Stanford University's Learning Analytics group identified four types of students: auditors, who watched video throughout the course, but took few quizzes or exams; completers, who viewed most lectures and took part in most assessments; disengaged learners, who quickly dropped the course; and sampling learners, who might only occasionally watch lectures. [96]  They identified the following percentages in each group: [97] 
 
Course
Auditing
Completing
Disengaging
Sampling
 
High school
6%
27%
29%
39%
 
Undergraduate
6%
8%
12%
74%
 
Graduate
9%
5%
6%
80%
   
Jonathan Haber focused on questions of what students are learning and student demographics. About half the students taking US courses are from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. Video lectures followed by multiple choice questions can be challenging since they are often the "right questions". Smaller discussion boards paradoxically offer the best conversations. Larger discussions can be "really, really thoughtful and really, really misguided", with long discussions becoming rehashes or "the same old stale left/right debate". [98] 
 MIT and Stanford University offered initial MOOCs in Computer Science and Electrical Engineering. Since engineering courses need prerequisites so at the outset upper-level engineering courses were nearly absent from the MOOC list. By 2015, several universities were presenting undergraduate and advanced-level engineering courses. [99]   [100]   [101] 
Educator experience[edit]
In 2013, the Chronicle of Higher Education surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation", though some instructors' pre-class preparation was "a few dozen hours". The professors then spent 8–10 hours per week on the course, including participation in discussion forums. [102] 
 The medians were: 33,000 students enrollees; 2,600 passing; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos, 75% used open educational resources and 27% used other resources. 9% of the classes required a physical textbook and 5% required an e-book. [102]   [103] 
 Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Georgia Tech professor Karen Head reports that 19 people work on their MOOCs and that more are needed. [104]  The platforms have availability requirements similar to media/content sharing websites, due to the large number of enrollees. MOOCs typically use cloud computing and are often created with authoring systems. Authoring tools for the creation of MOOCs are specialized packages of educational software like Elicitus, IMC Content Studio and Lectora that are easy-to-use and support e-learning standards like SCORM and AICC.
Completion rates[edit]
Despite their potential to support learning and education, MOOCs have a major concern related to attrition rates and course drop out. Even though the number of learners who enroll in the courses tends to be in the thousands range, only a very small portion of the enrolled learners complete the course. According to the visualizations and analysis conducted by Katy Jordan (2015), [105]  the investigated MOOCs have a typical enrollment of 25,000, even though enrollment has reached a value up to ~230,000. Jordan reports that the average completion rate for such MOOCs is approximately 15%. Early data from Coursera suggest a completion rate of 7–9%. [106]  Coffrin et al. (2012) [107]  report the completion rates are even lower (between 3 and 5%), while they say there is a consistent and noticeable decline in the number of students who participate in the course every week. Others [106]   [108]   [109]   [110]   [111]  have also shown attrition rates similar to Coffrin. One example is the course Bioelectricity, in the Fall of 2012 at Duke University, where 12,725 students enrolled, but only 7,761 ever watched a video, 3,658 attempted a quiz, 345 attempted the final exam, and 313 passed, earning a certificate. [112]   [113]  Students paying $50 for a feature (designed to prevent cheating on exams) have completion rates of about 70%. [114]  Yang et al. (2013) [115]  suggest that even though there is a large proportion of students who drop out early on due to a variety of reasons, there is a significant proportion of the students who remain in the course and drop out later, thus causing attrition to happen over time.
 Before analyzing some factors which is related to attrition rates and course drop out, one important thing one should keep in mind is that average completion rate for MOOCs is not a good indicator. Completion rate does not reflect the overall view of every student because different students have diverse purposes. [116]  For example, Khe Foon Hew (2016) [116]  indicates that some students take part in the MOOCs just for interest or finding extrinsic value of course. They drop the course if the course does not satisfy their purpose. However, completion rate is objective enough to reflect engagement of students.
 Much research has investigated why students drop out of MOOC courses or what factors could contribute to them dropping out. For example, Carolyn Rosé et al. (2014) [117]  investigate how three social factors make predictions on student attrition, for students who participated in the course discussion forum. The authors found that students who serve as authorities in the community seem to be more committed to the community and thus less inclined to drop out the course. In addition, students who actively participated in the course since the first week were 35% less likely to drop out of the course, compared with the average population. Lastly, the analysis of the patterns of attrition in a sub community showed that attrition was related to the engagement of the particular students with one another. One interpretation of this finding according to Rosé et al. (2014) [117]  is that while participating in MOOCs, students create virtual cohorts who progress and engage with the material in similar ways. Thus, if students start dropping out, then that might cause other students to drop out as they might perceive the environment as less supportive or engaging without their peers.
 Other studies focus on exploring how motivation and self-regulated learning could be related to MOOC dropout and attrition. Carson (2002) [118]  investigated characteristics of self-directed learning in students of grades 8–12 who took online courses through a statewide online program. Two of the hypothesis that the study explored were whether there exist underlying distinct classes (categories) of self-regulated learners and if the membership in these classes was associated with measures such significantly different online course completion, online final grade, or GPA. The results show that there exist different latent classes of self-regulated learning within the population of online students, designated as high, moderate, and low self-directed learning. In addition, the results support the hypothesis that there is an association between the self-directed learning class the student belongs to with the significantly different course completion rate or course achievement (course achievement was measured by the completion of the online courses, the final online course grade and the cumulative GPA). In other words, course completion and self-directed learning in students were found to be significantly related.
 One online survey published a "top ten" list of reasons for dropping out of a MOOC. [119]  The list involved reasons such as the course required too much time, or was too difficult or too basic. Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack of a proper introduction to course technology and format, clunky technology and abuse on discussion boards. Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material. [10]  Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential. Other reasons for the poor completion rates include the workload, length and difficulty of a course. [10]  In addition, some participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times. [120] 
 Besides those factors cause the low completion rate in MOOCs, the inequality on receiving knowledge affected by different characters of individuals also has a huge influence on the consequence of completion rate. Actually, MOOC is not as fair as we expected. Russian researchers Semenova, T.V. and Rudakova, L.M (2016), indicate that MOOC is designed to decrease the unequal access to getting knowledge, but that does not mean every individual can enjoy the same equality in course completion rate. From their research, there are three main factors that cause inequality, which are degree of education, experience of MOOCs and gender. The survey shows that 18% of high-education students complete the course while only 3% low-education students complete. To be more visualized, 84–88% of students who have completed the course are high-educational. What's more, among students who have completed the course, 65–80% of students have at least one experience of using online learning platform comparing to 6–31% of students who have no experience. Gender also influences the completion rate. In general, 6–7% more men than women complete the course because women are supposed to do household in many countries, which distracts women's attention in learning. [121] 
 The effectiveness of MOOCs is an open question as completion rates are substantially less than traditional online education courses. [122]   [123]  Alraimi et al. (2015) explained in their research model a substantial percentage of the variance for the intention to continue using MOOCs, which is significantly influenced by perceived reputation, perceived openness, perceived usefulness, and perceived user satisfaction. Perceived reputation and perceived openness were the strongest predictors and have not previously been examined in the context of MOOCs
 However, research indicates that completion rates is not the right metric to measure success of MOOCs. Alternate metrics are proposed to measure effectiveness of MOOCs and online learning. [123] 
Instructional design[edit]
   External video          10 Steps to Developing an Online Course: Walter Sinnott-Armstrong on YouTube, Duke University  [124]      Designing, developing and running (Massive) Online Courses by George Siemens, Athabasca University  [125]     
Many MOOCs use video lectures, employing the old form of teaching (lecturing) using a new technology. [122]   [126]  Thrun testified before the President’s Council of Advisors on Science and Technology (PCAST) that MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself". [127] 
 Some view the videos and other material produced by the MOOC as the next form of the textbook. "MOOC is the new textbook", according to David Finegold of Rutgers University. [128]  A study of edX student habits found that certificate-earning students generally stop watching videos longer than 6 to 9 minutes. They viewed the first 4.4 minutes (median) of 12- to 15-minute videos. [129]  Some traditional schools blend online and offline learning, sometimes called flipped classrooms. Students watch lectures online at home and work on projects and interact with faculty while in class. Such hybrids can even improve student performance in traditional in-person classes. One fall 2012 test by San Jose State and edX found that incorporating content from an online course into a for-credit campus-based course increased pass rates to 91% from as low as 55% without the online component. "We do not recommend selecting an online-only experience over a blended learning experience", says Coursera's Andrew Ng. [59] 
 Because of massive enrollments, MOOCs require instructional design that facilitates large-scale feedback and interaction. The two basic approaches are:
 Peer-review and group collaboration
Automated feedback through objective, online assessments, e.g. quizzes and exams [130]  Machine grading of written assignments is also underway. [131]   
So-called connectivist MOOCs rely on the former approach; broadcast MOOCs rely more on the latter. [132]  This marks a key distinction between cMOOCs where the 'C' stands for 'connectivist', and xMOOCs where the x stands for extended (as in TEDx, edX) and represents that the MOOC is designed to be in addition to something else (university courses for example). [133] 
 Assessment can be the most difficult activity to conduct online, and online assessments can be quite different from the brick-and-mortar version. [130]  Special attention has been devoted to proctoring and cheating. [134] 
 Peer review is often based upon sample answers or rubrics, which guide the grader on how many points to award different answers. These rubrics cannot be as complex for peer grading as for teaching assistants. Students are expected to learn via grading others [135]  and become more engaged with the course. [10]  Exams may be proctored at regional testing centers. Other methods, including "eavesdropping technologies worthy of the C.I.A.", allow testing at home or office, by using webcams, or monitoring mouse clicks and typing styles. [134]  Special techniques such as adaptive testing may be used, where the test tailors itself given the student's previous answers, giving harder or easier questions accordingly.
 "The most important thing that helps students succeed in an online course is interpersonal interaction and support", says Shanna Smith Jaggars, assistant director of Columbia University's Community College Research Center. Her research compared online-only and face-to-face learning in studies of community-college students and faculty in Virginia and Washington state. Among her findings: In Virginia, 32% of students failed or withdrew from for-credit online courses, compared with 19% for equivalent in-person courses. [59] 
 Assigning mentors to students is another interaction-enhancing technique. [59]  In 2013 Harvard offered a popular class, The Ancient Greek Hero, instructed by Gregory Nagy and taken by thousands of Harvard students over prior decades. It appealed to alumni to volunteer as online mentors and discussion group managers. About 10 former teaching fellows also volunteered. The task of the volunteers, which required 3–5 hours per week, was to focus on online class discussion. The edX course registered 27,000 students. [136] 
 Research by Kop and Fournier [137]  highlighted as major challenges the lack of social presence and the high level of autonomy required. Techniques for maintaining connection with students include adding audio comments on assignments instead of writing them, participating with students in the discussion forums, asking brief questions in the middle of the lecture, updating weekly videos about the course and sending congratulatory emails on prior accomplishments to students who are slightly behind. [59]  Grading by peer review has had mixed results. In one example, three fellow students grade one assignment for each assignment that they submit. The grading key or rubric tends to focus the grading, but discourages more creative writing. [98] 
  A. J. Jacobs in an op-ed in  The New York Times  graded his experience in 11 MOOC classes overall as a "B". [138]  He rated his professors as '"B+", despite "a couple of clunkers", even comparing them to pop stars and "A-list celebrity professors". Nevertheless, he rated teacher-to-student interaction as a "D" since he had almost no contact with the professors. The highest-rated ("A") aspect of Jacobs' experience was the ability to watch videos at any time. Student-to-student interaction and assignments both received "B−". Study groups that did not meet, trolls on message boards and the relative slowness of online vs. personal conversations lowered that rating. Assignments included multiple-choice quizzes and exams as well as essays and projects. He found the multiple-choice tests stressful and peer-graded essays painful. He completed only 2 of the 11 classes. [138]   [139] 
Information architecture[edit]
When searching for the desired course, the courses are usually organized by "most popular" or a "topical scheme". Courses planned for synchronous learning are structured as an exact organizational scheme called a chronological scheme, [140]  Courses planned for asynchronous learning are also presented as a chronological scheme, but the order the information is learned as a hybrid scheme. In this way it can be harder to understand the course content and complete, because they are not based on an existing mental model. [140] 
Industry[edit]
MOOCs are widely seen as a major part of a larger disruptive innovation taking place in higher education. [141]   [142]   [143]  In particular, the many services offered under traditional university business models are predicted to become unbundled and sold to students individually or in newly formed bundles. [144]   [145]  These services include research, curriculum design, content generation (such as textbooks), teaching, assessment and certification (such as granting degrees) and student placement. MOOCs threaten existing business models by potentially selling teaching, assessment, or placement separately from the current package of services. [141]   [146]   [147] 
 President Barack Obama has cited recent developments, including the online learning innovations at Carnegie Mellon University, Arizona State University and Georgia Institute of Technology, as having potential to reduce the rising costs of higher education. [148] 
 James Mazoue, Director of Online Programs at Wayne State University describes one possible innovation:
 The next disruptor will likely mark a tipping point: an entirely free online curriculum leading to a degree from an accredited institution. With this new business model, students might still have to pay to certify their credentials, but not for the process leading to their acquisition. If free access to a degree-granting curriculum were to occur, the business model of higher education would dramatically and irreversibly change. [149]   
But how universities will benefit by "giving our product away free online" is unclear. [150] 
 No one's got the model that's going to work yet. I expect all the current ventures to fail, because the expectations are too high. People think something will catch on like wildfire. But more likely, it's maybe a decade later that somebody figures out how to do it and make money. — James Grimmelmann, New York Law School professor [150]    
Principles of openness inform the creation, structure and operation of MOOCs. The extent to which practices of Open Design in educational technology [151]  are applied vary.
Attributes of major MOOC providers, [152]  with update [153] 
 
Initiatives
Nonprofit
Free to access
Certification fee
Institutional credits
 
edX
No
Partial
Yes
Partial
 
Coursera
No
Partial
Yes
Partial
 
Udacity
No
Partial
Yes
Partial
 
Udemy
No
Partial
Yes
Partial
 
P2PU
Yes
Yes
No
No
   
Fee opportunities[edit]
In the freemium business model, the basic product – the course content – is given away free. "Charging for content would be a tragedy", said Andrew Ng. But "premium" services such as certification or placement would be charged a fee – however financial aids are given in some cases. [56] 
 Course developers could charge licensing fees for educational institutions that use its materials. Introductory or "gateway" courses and some remedial courses may earn the most fees. Free introductory courses may attract new students to follow-on fee-charging classes. Blended courses supplement MOOC material with face-to-face instruction. Providers can charge employers for recruiting its students. Students may be able to pay to take a proctored exam to earn transfer credit at a degree-granting university, or for certificates of completion. [150]  Udemy allows teachers to sell online courses, with the course creators keeping 70–85% of the proceeds and intellectual property rights. [154] 
 Coursera found that students who paid $30 to $90 were substantially more likely to finish the course. The fee was ostensibly for the company's identity-verification program, which confirms that they took and passed a course. [59] 
Overview of potential revenue sources for three MOOC providers [155]   [156] 
 
edX
Coursera
Udacity
 
 Certification
College credits
Human tutoring or assignment marking
Financial aid
Proctored examinations 
 Certification
Secure assessments
Employee recruitment
Applicant screening
Human tutoring or assignment marking
Enterprises pay to run their own training courses
Sponsorships
Tuition fees
Transcript services (not disclosed to students yet) 
 Certification
Employers paying to recruit talented students
Students' résumés and job match services
Sponsored high-tech skills courses 
   
In February 2013, the American Council on Education (ACE) recommended that its members provide transfer credit from a few MOOC courses, though even the universities who deliver the courses had said that they would not. [157]  The University of Wisconsin offered multiple, competency-based bachelor's and master's degrees starting Fall 2013, the first public university to do so on a system-wide basis. The university encouraged students to take online-courses such as MOOCs and complete assessment tests at the university to receive credit. [158]  As of 2013 few students had applied for college credit for MOOC classes. [159]  Colorado State University-Global Campus received no applications in the year after they offered the option. [158] 
 Academic Partnerships is a company that helps public universities move their courses online. According to its chairman, Randy Best, "We started it, frankly, as a campaign to grow enrollment. But 72 to 84 percent of those who did the first course came back and paid to take the second course." [160] 
 While Coursera takes a larger cut of any revenue generated – but requires no minimum payment – the not-for-profit edX has a minimum required payment from course providers, but takes a smaller cut of any revenues, tied to the amount of support required for each course. [161] 
Benefits[edit]
Improving access to higher education[edit]
MOOCs are regarded by many as an important tool to widen access to higher education (HE) for millions of people, including those in the developing world, and ultimately enhance their quality of life. [2]  MOOCs may be regarded as contributing to the democratisation of HE, not only locally or regionally but globally as well. MOOCs can help democratise content and make knowledge reachable for everyone. Students are able to access complete courses offered by universities all over the world, something previously unattainable. With the availability of affordable technologies, MOOCs increase access to an extraordinary number of courses offered by world-renowned institutions and teachers. [162] 
Providing an affordable alternative to formal education[edit]
The costs of tertiary education continue to increase because institutions tend to bundle too many services. With MOOCs, some of these services can be transferred to other suitable players in the public or private sector. MOOCs are for large numbers of participants, can be accessed by anyone anywhere as long as they have an Internet connection, are open to everyone without entry qualifications and offer a full/complete course experience online for free. [163]   [162] 
Sustainable development goals[edit]
MOOCs can be seen as a form of open education offered for free through online platforms. The (initial) philosophy of MOOCs is to open up quality higher education to a wider audience. As such, MOOCs are an important tool to achieve goal 4 of the 2030 Agenda for Sustainable Development. [162] 
Offers a flexible learning schedule[edit]
Certain lectures, videos, and tests through MOOCs can be accessed at any time compared to scheduled class times. By allowing learners to complete their coursework in their own time, this provides flexibility to learners based on their own personal schedules. [164]   [162] 
Online collaboration[edit]
The learning environments of MOOCs make it easier for learners across the globe to work together on common goals. Instead of having to physically meet one another, online collaboration creates partnerships among learners. While time zones may have an effect on the hours that learners communicate, projects, assignments, and more can be completed to incorporate the skills and resources that different learners offer no matter where they are located. [164]   [162]  Distance and collaboration can benefit learners who may have struggled with traditionally more individual learning goals, including learning how to write. [165] 
Challenges and criticisms[edit]
The MOOC Guide [166]  suggests six possible challenges for cMOOCs:
 Relying on user-generated content can create a chaotic learning environment.
 Digital literacy is necessary to make use of the online materials.
The time and effort required from participants may exceed what students are willing to commit to a free online course.
Once the course is released, content will be reshaped and reinterpreted by the massive student body, making the course trajectory difficult for instructors to control.
Participants must self-regulate and set their own goals.
Language and translation barriers.
Accessibility barriers for differently-abled users
Access barriers for people from low socio-economic neighbourhoods and countries with very little internet access 
These general challenges in effective MOOC development are accompanied by criticism by journalists and academics.
  Robert Zemsky (2014) argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects." [167]  Others have pointed to a backlash arising from the tiny completion rates. [168] 
 Some[ who? ] dispute that the "territorial" dimensions of MOOCs [169]  have received insufficient discussion or data-backed analysis, namely: 1. the true geographical diversity of enrolls in/completes courses; 2. the implications of courses scaling across country borders, and potential difficulties with relevance and knowledge transfer; and 3. the need for territory-specific study of locally relevant issues and needs.
 Other features associated with early MOOCs, such as open licensing of content, open structure and learning goals, and community-centeredness, may not be present in all MOOC projects. [7] 
 Effects on the structure of higher education were lamented, for example, by Moshe Y. Vardi, who finds an "absence of serious pedagogy in MOOCs", and indeed in all of higher education. He criticized the format of "short, unsophisticated video chunks, interleaved with online quizzes, and accompanied by social networking."[ clarification needed ] An underlying reason is simple cost-cutting pressures, which could hamstring the higher education industry. [170] 
 The changes predicted from MOOCs generated objections in some quarters. The San Jose State University philosophy faculty wrote in an open letter to Harvard University professor and MOOC teacher Michael Sandel:
 Should one-size-fits-all vendor-designed blended courses become the norm, we fear two classes of universities will be created: one, well-funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures. [171]   
 Cary Nelson, former president of the American Association of University Professors claimed that MOOCs are not a reliable means of supplying credentials, stating that "It’s fine to put lectures online, but this plan only degrades degree programs if it plans to substitute for them." Sandra Schroeder, chair of the Higher Education Program and Policy Council for the American Federation of Teachers expressed concern that "These students are not likely to succeed without the structure of a strong and sequenced academic program." [172] 
 With a 60% majority, the Amherst College faculty rejected the opportunity to work with edX based on a perceived incompatibility with their seminar-style classes and personalized feedback. Some were concerned about issues such as the "information dispensing" teaching model of lectures followed by exams, the use of multiple-choice exams and peer-grading. The Duke University faculty took a similar stance in the spring of 2013. The effect of MOOCs on second- and third-tier institutions and of creating a professorial "star system" were among other concerns. [131] 
 At least one alternative to MOOCs has advocates: Distributed Open Collaborative Courses (DOCC) challenge the roles of the instructor, hierarchy, money and massiveness. DOCC recognizes that the pursuit of knowledge may be achieved better by not using a centralized singular syllabus, that expertise is distributed throughout all the participants and does not just reside with one or two individuals. [173] 
 Another alternative to MOOCs is the self-paced online course (SPOC) which provides a high degree of flexibility. Students can decide on their own pace and with which session they would like to begin their studies. According to a report by Class Central founder Dhawal Shah, more than 800 self-paced courses have been available in 2015. [174] 
 Although the purpose of MOOCs is ultimately to educate more people, recent criticisms include accessibility and a Westernized curriculum that lead to a failure to reach the same audiences marginalised by traditional methods. [175] 
 MOOCs have been criticized for a perceived lack of academic rigor as well as the monetization strategies adopted by providers. In MOOCs: A University Qualification in 24 Hours? Michael Shea writes "By offering courses that are near-impossible to fail and charging upfront fees for worthless certificates, Coursera is simply running a high-tech version of the kind of scams that have been run by correspondence colleges for decades." [176] 
The experience of English language learners (ELLs) in MOOCs[edit]
Language of instruction is one of the major barriers that ELLs face in MOOCs. In recent estimates, almost 75% of MOOC courses are presented in the English language, however, native English speakers are a minority among the world's population. [177]  This issue is mitigated by the increasing popularity of English as a global language, and therefore has more second language speakers than any other language in the world. This barrier has encouraged content developers and other MOOC stakeholders to develop content in other popular languages to increase MOOC access. However, research studies show that some ELLs prefer to take MOOCs in English, despite the language challenges, as it promotes their goals of economic, social, and geographic mobility. [178]  This emphasizes the need to not only provide MOOC content in other languages, but also to develop English language interventions for ELLs who participate in English MOOCs.
 Areas that ELLs particularly struggle with in English MOOCs include MOOC content without corresponding visual supporting materials [179]  (e.g., an instructor narrating instruction without text support in the background), or their hesitation to participate in MOOC discussion forums. [180]  Active participation in MOOC discussion forums has been found to improve students grades, their engagement, and leads to lower dropout rates, [181]  however, ELLs are more likely to be spectators than active contributors in discussion forums. [180]  
 Researching studies show a “complex mix of affective, socio-cultural, and educational factors” that are inhibitors to their active participation in discussion forums. [182]  As expected, English as the language of communication poses both linguistic and cultural challenges for ELLs, and they may not be confident in their English language communication abilities. [183]  Discussion forums may also be an uncomfortable means of communication especially for ELLs from Confucian cultures, where disagreement and arguing one’s points are often viewed as confrontational, and harmony is promoted. [184]  Therefore, while ELLs may be perceived as being uninterested in participating, research studies show that they do not show the same hesitation in face to face discourse. [185]   [186]  Finally, ELLs may come from high power distance cultures, [187]  where teachers are regarded as authority figures, and the culture of back and forth conversations between teachers and students is not a cultural norm. [185]   [186]  As a result, discussion forums with active participation from the instructors may cause discomfort and prevent participation of students from such cultures.
Curation[edit]
 Open Culture, not affiliated with Stanford University, founded in 2006, by Dan Coleman, the Director and Associate Dean of Stanford University's Continuing Education Program, aggregates and curates free MOOCs, as well as free cultural &amp; educational media. [188]   [189]   [190]   [191]   [192]   [193]   [194]   [195]  C. Berman, of the University of Illinois at Urbana-Champaign, found the website difficult to navigate, with links "hidden" in articles, and the right side lists, clunky and long. [196] 
See also[edit]
  List of MOOC providers 
 Language MOOC 
 Outcome-based education 
 OpenCourseWare 
 Saylor Foundation 
 Small private online course 
 Qualifications frameworks for online learning 
 Open educational resources in Canada  
References[edit]
Citations[edit]
 
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^    a       b    Masson, M (December 2014). "Benefits of TED Talks". Canadian Family Physician. 60 (12): 1080. PMC 4264800. PMID 25500595.
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^    a       b       c       d    Pappano, Laura (2 November 2012). "The Year of the MOOC".  The New York Times . Retrieved 18 April 2014.
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^    a       b    Wiley, David. "The MOOC Misnomer". July 2012
  ^  Cheverie, Joan. "MOOCs and Intellectual Property: Ownership and Use Rights". Retrieved 18 April 2013.
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  ^  T. Kanti Srikantaiah; Dong Xiaoying (1 September 1998). "The Internet and its impact on developing countries: examples from China and India". Asian Libraries. 7 (9): 199–209. doi:10.1108/10176749810237626. ISSN 1017-6748.
  ^  Samovar, Larry A.; Porter, Richard E.; McDaniel, Edwin R.; Roy, Carolyn Sexton (2012). Communication Between Cultures (8 ed.). Wadsworth Publishing. ISBN  978-1111349103 .
^    a       b    Holmes, Prue (1 October 2005). "Ethnic Chinese Students' Communication with Cultural Others in a New Zealand University This paper was first presented at the Australia New Zealand Communication Association (ANZCA) conference at Coolangatta, Queensland, Australia, in July 2002. The work is based on the author's doctoral thesis". Communication Education. 54 (4): 289–311. doi:10.1080/03634520500442160. ISSN 0363-4523. S2CID 218990097.
^    a       b    Warden, C. A. (23 November 2016). "Cultural Values and Communication Online: Chinese and Southeast Asian Students in a Taiwan International MBA Class". Business Communication Quarterly. 68 (2): 222–232. doi:10.1177/1080569905276669. S2CID 73555315.
  ^  Hofstede, Geert (1 January 2011). "Dimensionalizing Cultures: The Hofstede Model in Context". Online Readings in Psychology and Culture. 2 (1). doi:10.9707/2307-0919.1014. ISSN 2307-0919.
  ^   "About Us". Open Culture. Retrieved 11 August 2022.
  ^   "OpenCulture.com". Central Rappahannock Regional Library. Retrieved 11 August 2022.
  ^  Fenerty, Becky. "LibGuides: Teaching and Learning with Online Educational Videos: A Subject List of Web Resources for Educators (August 2013): Video MOOCs". ala-choice. American Library Association. Retrieved 11 August 2022.
  ^  Nikas, Joanna (16 April 2010). "How to Learn Something for Nothing". The New York Times. Retrieved 11 August 2022.
  ^  Myers, Courtney Boyd (22 April 2011). "How the Internet is Revolutionizing Education".  The Next Web . Retrieved 11 August 2022.
  ^  Elias, Esther (11 June 2012). "Curating a digital world". The Hindu. Retrieved 11 August 2022.
  ^  Frey, Thomas (20 May 2011). "Education as an App". Futurist Speaker. Retrieved 11 August 2022.
  ^   "Resource: Open Culture". itu.int. Retrieved 11 August 2022.
  ^  Berman, C. "Spotlight: Open Culture". Commons Knowledge. Scholarly Commons, University of Illinois Library, University of Illinois at Urbana-Champaign. Retrieved 11 August 2022.
 
Sources[edit]
    This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from  Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries​ , 17–18, 21–22, 24, Patru, Mariana; Balaji, Venkataraman, UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use. 
Further reading[edit]
  Walsh, Taylor (2011). Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses. Princeton University Press. ISBN  978-0691148748 .  
External links[edit]
  UNESCO Open Learning, open online course platform by UNESCO
Massive open online course - Wikipedia
https://en.wikipedia.org/wiki/Massive_open_online_course
http://introtodeeplearning.com/
MIT Deep Learning 6.S191
2023-01-09
MIT Deep Learning
<div><div>
 <h2>Description</h2>
	<h5>An efficient and high-intensity bootcamp designed to teach you the fundamentals of deep learning as quickly as possible!</h5>
 <p>
 MIT's introductory program on deep learning methods with applications to computer vision, natural language processing, biology, and more! Students will gain foundational knowledge of deep learning algorithms and get practical experience in building neural networks in TensorFlow. Program concludes with a project proposal competition with feedback from staff and panel of industry sponsors. Prerequisites assume calculus (i.e. taking derivatives) and linear algebra (i.e. matrix multiplication), we'll try to explain everything else along the way! Experience in Python is helpful but not necessary. Listeners are welcome!<br />
	
 </p>
 </div><div>
	<h2>Time and Location</h2>
 
	<h5>
	Fri Mar 10 - Fri May 12, 2023<br />
	Every Friday at 10am ET<br />
	Every week!
	</h5>
	<p>
	The 2023 in-person edition has completed during MIT IAP 2023 and was held in MIT Room <a href="https://whereis.mit.edu/?go=32">32-123</a>. The online edition of the course is now live on Friday at 10am ET, every week! <a href="https://www.youtube.com/channel/UCtslD4DGH6PKyG_1gFAX7sg?sub_confirmation=1">Subscribe here</a> to be notified when a new lecture is released!
	</p>
	<h5>
	New lectures, competitions, &amp; prizes!
	</h5></div></div>||||I|||| * HOME (current)
 * OVERVIEW
 * SCHEDULE
 * TEAM
 * F.A.Q.

 MIT

 Introduction to
 Deep Learning

 MIT's introductory program on deep learning methods with applications in computer vision, robotics, medicine, language, game play, art , and more!



 Description

 An efficient and high-intensity bootcamp designed to teach you the fundamentals of deep learning as quickly as possible!

 MIT's introductory program on deep learning methods with applications to computer vision, natural language processing, biology, and more! Students will gain foundational knowledge of deep learning algorithms and get practical experience in building neural networks in TensorFlow. Program concludes with a project proposal competition with feedback from staff and panel of industry sponsors. Prerequisites assume calculus (i.e. taking derivatives) and linear algebra (i.e. matrix multiplication), we'll try to explain everything else along the way! Experience in Python is helpful but not necessary. Listeners are welcome!

 Time and Location

 Fri Mar 10 - Fri May 12, 2023
 Every Friday at 10am ET
 Every week!

 The 2023 in-person edition has completed during MIT IAP 2023 and was held in MIT Room 32-123. The online edition of the course is now live on Friday at 10am ET, every week! Subscribe here to be notified when a new lecture is released!

 New lectures, competitions, & prizes!


 Schedule

 New 2023 edition lectures, slides, and labs! Every Friday at 10am ET!


 Intro to Deep Learning

 Lecture 1

 Mar. 10, 2023

 [Slides] [Video]

 Deep Sequence Modeling

 Lecture 2

 Mar. 17, 2023

 [Slides] [Video]

 Intro to TensorFlow;
 Music Generation

 Software Lab 1

 [Code]

 Deep Computer Vision

 Lecture 3

 Mar. 24, 2023

 [Slides] [Video]

 Deep Generative Modeling

 Lecture 4

 Mar. 31, 2023

 [Slides] [Video]

 Facial Detection Systems

 Software Lab 2

 [Paper] [Code]

 Uncertainty and Bias

 Lecture 5

 Apr. 7, 2023

 [Info] [Slides] [Video]

 Deep Reinforcement Learning

 Lecture 6

 Apr. 14, 2023

 [Slides] [Video]

 Debiasing, Uncertainty, and Robustness

 Software Lab 3

 [Code]

 Limitations and New Frontiers

 Lecture 7

 Apr. 21, 2023

 [Slides] [Video]

 Text-to-Image Generation

 Lecture 8

 Apr. 28, 2023

 [Info] [Video]

 Final Project

 Work on final projects

 The Modern Era of Statistics

 Lecture 9

 May. 5, 2023

 [Info] [Slides] [Video]

 Robot Learning

 Lecture 10

 May. 12, 2023

 [Info][Video]

 Project Competition

 Project pitches and final awards!

 Frequently Asked Questions

 For any other questions please reach out to the staff at introtodeeplearning-staff@mit.edu.


 Are listeners allowed to attend?

 All listeners are welcome to attend!

 What is the grading policy?

 In 2023, 6.S191 will not be graded nor offered as a for-credit class. Past editions of 6.S191 have been offered as a 6 units course and graded P/D/F based on completion of project proposal assignment.

 How can I register?



 All MIT affiliates (students, postdocs, faculty, staff, etc) are welcome to attend and participate. Please sign up for the mailing list to receive updates.

 After the MIT program, the content will be made publically available to non-MIT affiliates as well. Again, please sign up for the mailing list to receive updates when this occurs.

 What pre-requisites are required?

 We are expecting very elementary knowledge of linear algebra and calculus. How to multiply matrices, take derivatives and apply the chain rule. Familiarity in Python is a big plus as well. The program will be beginner friendly since we have many registered students from outside of computer science.

 Is there a mailing list I can join?

 If you would like to receive related updates and lecture materials please subscribe to our YouTube channel and sign up for our mailing list.

 Are the materials open-source?

 All materials are available online for free but are copyrighted and licensed under the MIT license. If you are an instructor and would like to use any materials from this program (slides, labs, code), you must add the following reference to each slide:

 © Alexander Amini and Ava Amini
 MIT Introduction to Deep Learning
 IntroToDeepLearning.com

 How do I reference these materials?

 All materials are copyrighted and licensed under the MIT license. If you are an instructor and would like to use any materials from this program (slides, labs, code), you must add the following reference to each slide:

 © Alexander Amini and Ava Amini
 MIT 6.S191: Introduction to Deep Learning
 IntroToDeepLearning.com

 How can I help teach this class?

 If you are an MIT student, postdoc, faculty, or affiliate and would like to become involved with this program please email introtodeeplearning-staff@mit.edu. We are always accepting new applications to join the program staff.

 How can I become a sponsor?

 This class would not be possible without our amazing sponsors and has been sponsored by Google, IBM, NVIDIA, Ernst and Young, LambdaLabs, Tencent AI, Microsoft, Amazon, and Onepanel. If you are interested in becoming involved in this program as a sponsor please contact us at introtodeeplearning-staff@mit.edu.

 Where are the websites from past editions?

 To view archived versions of this website from past years please click here for 2022, 2021, 2020, 2019, 2018, and 2017.

 Team

 Alexander Amini

 Lead Instructor
 Organizer

 Ava Amini

 Lead Instructor
 Organizer

 Sadhana Lolla

 Instructor
 Lead TA

 Teaching Assistants

 Carmen Martin Alonso

 Pranav Arunandhi

 Sam Sledzieski

 Rohil Verma

 Tsun-Hsuan (Johnson) Wang

 Eva Xie

 James Xiu

 We are always accepting new applications to join the program staff. If you are interested in becoming a TA, please contact introtodeeplearning-staff@mit.edu

 Sponsors

 This program and delivery would not be possible without our amazing sponsors! If you are interested in becoming involved in this program as a sponsor please contact us at introtodeeplearning-staff@mit.edu


 About!

 Previously 6.S191, this program is teaches the foundations of deep learning at MTI!

 Lectures and Labs

 We open-source all materials. Checkout the lecture schedule for details!

 Social Media

 Copyright © MIT 6.S191. banner image

 ×

 Robot Learning

 Daniela Rus, Director of MIT CSAIL

 Talk Abstract

 coming soon!

 Speaker Bio

 coming soon!

 ×

 Robust and Trustworthy Deep Learning

 Sadhana Lolla, Machine Learning Scientist, ThemisAI

 Talk Abstract

 Artificial intelligence has shown incredible promise in safety-critical domains in the past few years, but such advances are far from being realized in the real world due to a fundamental lack of safety and robustness. In addition to being capable of solving a particular problem, models also must be able to diagnose biases and uncertainty, which may lead to erroneous or unworthy decisions. Achieving safe and trustworthy AI requires integrating such safeguards at every stage in the artificial intelligence lifecycle. In this talk, I'll present Themis AI's new learning-based approaches towards dynamic, resilient, and robust decision making of deep learning models. We advance robust decision making in the wild by addressing critical challenges that arise at all stages, stemming from the data used for training, to the models that learn on this data, to the algorithms to reliably adapt to unexpected events during deployment.

 Speaker Bio

 Sadhana Lolla is a machine learning scientist at Themis AI and a third-year undergraduate at MIT studying computer science. Her research focuses on the application of deep learning to robotics and designing safe and trustworthy AI. She conducts research at the Distributed Robotics Laboratory with Prof. Daniela Rus and Dr. Alexander Amini. Previously, she has worked on accelerating distributed training at the Keras team at Google, as well as on the Discover Ranking team on recommendation modeling. For her research at MIT, she's been recognized as a Gerstle Undergraduate Innovation Scholar.

 ×

 The Modern Era of Statistics

 Ramin Hasani, Principal AI Scientist, Vanguard

 Talk Abstract

 We are in the modern era of statistics where overparameterized (very deep and large) learning systems remarkably improve performance in real-world applications ranging from language modeling and signal processing, to computer vision. There exists tremendous empirical evidence for the ability of these increasingly general AI systems in performing pattern matching, interpolation, few-shot and zero-shot generalization across a wide range of tasks. In this space, mixed observations have been reported on emerged behaviors of learning systems, that give rise to fundamental questions such as: is scaling learning models truly necessary for obtaining intelligent behavior? What is the boundary between interpolation and extrapolation in representation learning where models generalize to unseen test data? How to achieve robust decision-making and attain out-of-distribution generalization? And how does memory interplay with reasoning? In this lecture, I will provide some insights on these questions, and motivate how our research on liquid neural networks impact the design of future AI systems in this modern era of statistics.

 Speaker Bio

 Dr. Ramin Hasani is a Principal AI and Machine Learning Scientist at the Vanguard Group and a Research Affiliate at MIT CSAIL. Ramin’s research focuses on robust deep learning and decision-making in complex dynamical systems. Previously he was a Postdoctoral Associate at MIT CSAIL, leading research on modeling intelligence and sequential decision-making, with Prof. Daniela Rus. He received his Ph.D. degree with distinction in Computer Science at the Vienna University of Technology (TU Wien), Austria (May 2020). His Ph.D. dissertation and continued research on Liquid Neural Networks got recognized internationally with numerous nominations and awards such as TÜV Austria Dissertation Award nomination in 2020, and HPC Innovation Excellence Award in 2022. Dr. Hasani has also been a frequent TEDx Speaker.

 ×

 Muse: Text-To-Image Generation via Masked Generative Transformers

 Dilip Krishnan, Research Scientist, Google

 Talk Abstract

 I will talk about Muse, a text-to-image Transformer model that achieves state-of-the-art image generation performance while being significantly more efficient than diffusion or autoregressive models. This is work done by my team at Google Research. Muse is trained on a masked modeling task in discrete token space: given the text embedding extracted from a pre-trained large language model (LLM), Muse is trained to predict randomly masked image tokens. Compared to pixel-space diffusion models, such as Imagen and DALL-E 2, Muse is significantly more efficient due to the use of discrete tokens and requiring fewer sampling iterations; compared to autoregressive models, such as Parti, Muse is more efficient due to the use of parallel decoding. The use of a pre-trained LLM enables fine-grained language understanding, translating to high-fidelity image generation and the understanding of visual concepts such as objects, their spatial relationships, pose, cardinality etc. Our 900M parameter model achieves a new SOTA on CC3M, with an FID score of 6.06. The Muse 3B parameter model achieves an FID of 7.88 on zero-shot COCO evaluation, along with a CLIP score of 0.32. Muse also directly enables a number of image editing applications without the need to fine-tune or invert the model: inpainting, outpainting, and mask-free editing. More results are available here.

 Speaker Bio

 Dilip Krishnan is a Research Scientist at Google’s Cambridge office (Massachusetts). He currently works on generative models and representation learning. From August 2013 to November 2014, he was a Postdoctoral Associate with Bill Freeman at MIT’s CSAIL Lab. In June 2013, he received my PhD from New York University, under the supervision of Rob Fergus. Prior to his PhD, he co-founded a startup that developed software for video editing and visual effects, which has over 2 million users.

Description
	An efficient and high-intensity bootcamp designed to teach you the fundamentals of deep learning as quickly as possible!
 
 MIT's introductory program on deep learning methods with applications to computer vision, natural language processing, biology, and more! Students will gain foundational knowledge of deep learning algorithms and get practical experience in building neural networks in TensorFlow. Program concludes with a project proposal competition with feedback from staff and panel of industry sponsors. Prerequisites assume calculus (i.e. taking derivatives) and linear algebra (i.e. matrix multiplication), we'll try to explain everything else along the way! Experience in Python is helpful but not necessary. Listeners are welcome!
	
 
  
	Time and Location
 
	
	Fri Mar 10 - Fri May 12, 2023
	Every Friday at 10am ET
	Every week!
	
	
	The 2023 in-person edition has completed during MIT IAP 2023 and was held in MIT Room 32-123. The online edition of the course is now live on Friday at 10am ET, every week! Subscribe here to be notified when a new lecture is released!
	
	
	New lectures, competitions, &amp; prizes!
MIT Deep Learning 6.S191
http://introtodeeplearning.com/
https://www.cs.ubc.ca/~nando/540-2013/lectures.html
Lectures
2013-01-01
None
<div><div>
	<h4>Videos</h4>
<p>
After each lecture, you can download the videos
<a href="http://www.cs.ubc.ca/dmp110/cpsc540/">here</a>
or watch them in youtube:
<a href="http://www.youtube.com/playlist?list=PLE6Wd9FR--EdyJ5lbFl8UuGjecvVw66F6&amp;feature=view_all">machine learning</a>.
</p><p>
The lectures for 340, the undergrad version of this course, are in youtube: 
<a href="http://www.youtube.com/playlist?list=PLE6Wd9FR--Ecf_5nCbnSQMHqORpiChfJf&amp;feature=view_all">undergraduate machine learning</a>. I recommend you watch these prior to the 540 class.
	</p>
	<h4>Schedule</h4>
<p><strong>Tue Jan 8</strong>. Introduction to machine learning.
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l1.pdf"></a>
</p>
<p><strong>Th Jan 10</strong>. Linear prediction.
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l2.pdf"></a>
</p>
<p><strong>Tue Jan 15</strong>. Maximum likelihood and linear prediction.
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l3.pdf"></a>
</p>
<p><strong>Th Jan 17</strong>. Ridge, nonlinear regression with basis functions and Cross-validation.
</p>
<p><strong>Tue Jan 22</strong>. Ridge, nonlinear regression with basis functions and Cross-validation (continued).
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l4.pdf"></a>
</p>
<p><strong>Th Jan 24</strong>. Bayesian learning (part I).
</p>
<p><strong>Tue Jan 29</strong>. Bayesian learning (part II).
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l5.pdf"></a>
</p>
<p><strong>Th Jan 31</strong>. Gaussian processes for nonlinear regression (part I).
</p>
<p><strong>Tue Feb 5</strong>. Gaussian processes for nonlinear regression (part II).
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l6.pdf"></a>
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/gp.py">Python demo code for GP regression</a>. 
</p>
<p><strong>Th Feb 7</strong>. Bayesian optimization, Thompson sampling and bandits.
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l7.pdf"></a>
</p>
<p><strong>Tue Feb 12</strong>. Decision trees.
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l8.pdf"></a>
</p>
<p><strong>Th Feb 14</strong>. Random forests.
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l9.pdf"></a>
</p>
<p><strong>Tue Feb 19</strong>. Spring break.
</p>
<p><strong>Th Feb 21</strong>. Spring break.
</p>
<p><strong>Tue Feb 26</strong>. Random forests applications: Object detection and Kinect.
</p>
<p><strong>Th Feb 28</strong>. Unconstrained optimization: Gradient descent and Newton's method.
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l10.pdf"></a>
</p>
<p><strong>Tue Mar 5</strong>. Logistic regression, IRLS and importance sampling.
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l11.pdf"></a>
</p>
<p><strong>Th Mar 7</strong>. Neural networks.
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l12.pdf"></a>
</p>
<p><strong>Tue Mar 12</strong>. Deep learning with autoencoders.
<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l13.pdf"></a>
</p>
<p><strong>Th Mar 14</strong>. Deep learning with autoencoders II.
</p>
<p><strong>Tue Mar 19</strong>. Importance sampling and MCMC.
</p>
<p><strong>Th Mar 21</strong>. Importance sampling and MCMC.
</p>
<p><strong>Tue Mar 26</strong>. Importance sampling and MCMC.<a href="http://www.cs.ubc.ca/~nando/540-2013/lectures/l14.pdf"></a>
</p>
<p><strong>Th Mar 28</strong>. Constrained optimization: Lagrangians and duality. Application to penalized maximum likelihood and Lasso. (notes from 2011 course - the lecture will actually be used to ask project questions.)
<a href="http://www.cs.ubc.ca/~nando/540-2011/lectures/l7.pdf"></a>
</p>
<p><strong>Tue Apr 2</strong>. Exam Revision.
</p>
<p><strong>Th Apr 4</strong>. Exam.
</p>
<p><strong>Tue Apr 16</strong>. Project due.
</p>
<p><strong>Tue Apr 23</strong>. Reviews due.
</p>
 
	</div>||||I|||| Machine Learning
 * Lectures
 * Assignments
 * Project
 * Python


 Lectures

 Videos

 After each lecture, you can download the videos here or watch them in youtube: machine learning.

 The lectures for 340, the undergrad version of this course, are in youtube: undergraduate machine learning. I recommend you watch these prior to the 540 class.

 Schedule

 Tue Jan 8. Introduction to machine learning.

 Th Jan 10. Linear prediction.

 Tue Jan 15. Maximum likelihood and linear prediction.

 Th Jan 17. Ridge, nonlinear regression with basis functions and Cross-validation.

 Tue Jan 22. Ridge, nonlinear regression with basis functions and Cross-validation (continued).

 Th Jan 24. Bayesian learning (part I).

 Tue Jan 29. Bayesian learning (part II).

 Th Jan 31. Gaussian processes for nonlinear regression (part I).

 Tue Feb 5. Gaussian processes for nonlinear regression (part II). Python demo code for GP regression.

 Th Feb 7. Bayesian optimization, Thompson sampling and bandits.

 Tue Feb 12. Decision trees.

 Th Feb 14. Random forests.

 Tue Feb 19. Spring break.

 Th Feb 21. Spring break.

 Tue Feb 26. Random forests applications: Object detection and Kinect.

 Th Feb 28. Unconstrained optimization: Gradient descent and Newton's method.

 Tue Mar 5. Logistic regression, IRLS and importance sampling.

 Th Mar 7. Neural networks.

 Tue Mar 12. Deep learning with autoencoders.

 Th Mar 14. Deep learning with autoencoders II.

 Tue Mar 19. Importance sampling and MCMC.

 Th Mar 21. Importance sampling and MCMC.

 Tue Mar 26. Importance sampling and MCMC.

 Th Mar 28. Constrained optimization: Lagrangians and duality. Application to penalized maximum likelihood and Lasso. (notes from 2011 course - the lecture will actually be used to ask project questions.)

 Tue Apr 2. Exam Revision.

 Th Apr 4. Exam.

 Tue Apr 16. Project due.

 Tue Apr 23. Reviews due.

Videos
After each lecture, you can download the videos
here
or watch them in youtube:
machine learning.
 
The lectures for 340, the undergrad version of this course, are in youtube: 
undergraduate machine learning. I recommend you watch these prior to the 540 class.
	
	Schedule
 Tue Jan 8. Introduction to machine learning.
 
 Th Jan 10. Linear prediction.
 
 Tue Jan 15. Maximum likelihood and linear prediction.
 
 Th Jan 17. Ridge, nonlinear regression with basis functions and Cross-validation.
 Tue Jan 22. Ridge, nonlinear regression with basis functions and Cross-validation (continued).
 
 Th Jan 24. Bayesian learning (part I).
 Tue Jan 29. Bayesian learning (part II).
 
 Th Jan 31. Gaussian processes for nonlinear regression (part I).
 Tue Feb 5. Gaussian processes for nonlinear regression (part II).
 
Python demo code for GP regression. 
 Th Feb 7. Bayesian optimization, Thompson sampling and bandits.
 
 Tue Feb 12. Decision trees.
 
 Th Feb 14. Random forests.
 
 Tue Feb 19. Spring break.
 Th Feb 21. Spring break.
 Tue Feb 26. Random forests applications: Object detection and Kinect.
 Th Feb 28. Unconstrained optimization: Gradient descent and Newton's method.
 
 Tue Mar 5. Logistic regression, IRLS and importance sampling.
 
 Th Mar 7. Neural networks.
 
 Tue Mar 12. Deep learning with autoencoders.
 
 Th Mar 14. Deep learning with autoencoders II.
 Tue Mar 19. Importance sampling and MCMC.
 Th Mar 21. Importance sampling and MCMC.
 Tue Mar 26. Importance sampling and MCMC. 
 Th Mar 28. Constrained optimization: Lagrangians and duality. Application to penalized maximum likelihood and Lasso. (notes from 2011 course - the lecture will actually be used to ask project questions.)
 
 Tue Apr 2. Exam Revision.
 Th Apr 4. Exam.
 Tue Apr 16. Project due.
 Tue Apr 23. Reviews due.
Lectures
https://www.cs.ubc.ca/~nando/540-2013/lectures.html
https://ziedhy.github.io/2018/08/Introduction_Deep_Learning.html
Introduction to Deep Learning
2001-01-01
Zied HY’s Data Science Blog
<div>
<section>
<p>I have started reading about Deep Learning for over a year now through several articles and research papers that I came across mainly in LinkedIn, Medium and <a href="https://arxiv.org/list/stat.ML/recent">Arxiv</a>.</p>
<p>When I virtually attended the MIT 6.S191 Deep Learning courses during the last few weeks <a href="http://introtodeeplearning.com/">(Here is a link to the course site)</a>, I decided to begin to put some structure in my understanding of Neural Networks through this series of articles.</p>
<p>I will go through the first four courses:</p>
<ol>
<li>Introduction to Deep Learning</li>
<li>Sequence Modeling with Neural Networks</li>
<li>Deep learning for computer vision - Convolutional Neural Networks</li>
<li>Deep generative modeling</li>
</ol>
<p>For each course, I will outline the main concepts and add more details and interpretations from my previous readings and my background in statistics and machine learning.</p>
<p>Starting from the second course, I will also add an application on an open-source dataset for each course.</p>
<p>That said, let’s go!</p>
<div>
<div>
<h2>Context</h2>
<p>Traditional machine learning models have always been very powerful to handle structured data and have been widely used by businesses for credit scoring, churn prediction, consumer targeting, and so on.</p>
<p>The success of these models highly depends on the performance of the feature engineering phase: the more we work close to the business to extract relevant knowledge from the structured data, the more powerful the model will be.</p>
<p>When it comes to unstructured data (images, text, voice, videos), hand engineered features are time consuming, brittle and not scalable in practice. That is why Neural Networks become more and more popular thanks to their ability to automatically discover the representations needed for feature detection or classification from raw data. This replaces manual feature engineering and allows a machine to both learn the features and use them to perform a specific task.</p>
<p>Improvements in Hardware (GPUs) and Software (advanced models / research related to AI) also contributed to <strong>deepen the learning</strong> from data using Neural Networks.</p>
</div>
<div>
<h2>Basic architecture</h2>
<p>The fundamental building block of Deep Learning is the <strong>Perceptron</strong> which is a single neuron in a Neural Network.</p>
<p>Given a finite set of <em>m</em> inputs (e.g. <em>m</em> words or <em>m</em> pixels), we multiply each input by a weight (<em>theta 1</em> to <em>theta m</em>) then we sum up the weighted combination of inputs, add a bias and finally pass them through a non-linear activation function. That produces the output <em>Yhat</em>.</p>
<p>
</p>
<ul>
<li>The bias <em>theta 0</em> allows to add another dimension to the input space. Thus, the activation function still provide an output in case of an input vector of all zeros. It is somehow the part of the output that is independent of the input.</li>
<li>The purpose of activation functions is to introduce non-linearities into the network. In fact, linear activation functions produce linear decisions no matter the input distribution. Non-linearities allow us to better approximate arbitrarily complex functions. Here some examples of common activation functions: </li>
</ul>
<p>Deep Neural Networks are no more than a <strong>stacking</strong> of multiple perceptrons (hidden layers) to produce an output. </p>
<p>Now, once we have understood the basic architecture of a deep neural network, let us find out how it can be used for a given task.</p>
</div>
<div>
<h2>Training a Neural Network</h2>
<p>Let us say, for a set of X-ray images, we need the model to automatically distinguish those that are related to a sick patient from the others.</p>
<p>For that, machine learning models, like humans, need to learn to differentiate between the two categories of images by <strong>observing</strong> some images of both sick and healthy individuals. Accordingly, they automatically understand patterns that better describe each category. This is what we call <strong>the training phase</strong>.</p>
<p>Concretely, a pattern is a weighted combination of some inputs (images, parts of images or other patterns). Hence, <strong>the training phase is nothing more than the phase during which we estimate the weights (also called parameters) of the model.</strong></p>
<p>When we talk about estimation, we talk about an <strong>objective function</strong> we have to optimize. This function shall be constructed to best reflect the performance of the training phase. When it comes to prediction tasks, this objective function is usually called <strong>loss function</strong> and measures the cost incurred from incorrect predictions. When the model predicts something that is very close to the true output then the loss function is very low, and vice-versa.</p>
<p>In the presence of input data, we calculate an empirical loss (binary cross entropy loss in case of classification and mean squared error loss in case of regression) that measures the total loss over our entire dataset:</p>
<p>
</p>
<p>Since the loss is a function of the network weights, our task it to find the set of weights <em>theta</em> that achieve the lowest loss:</p>
<p>
</p>
<p>If we only have two weights <em>theta 0</em> and <em>theta 1</em>, we can plot the following diagram of the loss function. What we want to do is to find the minimum of this loss and consequently the value of the weights where the loss attains its minimum.</p>
<p>
</p>
<p>To minimize the loss function, we can apply the gradient descent algorithm:</p>
<ol>
<li>First, we randomly pick an initial p-vector of weights (e.g. following a normal distribution).</li>
<li>Then, we compute the gradient of the loss function in the initial p-vector.</li>
<li><p>The gradient direction indicates the direction to take in order to maximise the loss function. So, we take a small step in the opposite direction of gradient and we update weights’ values accordingly using this update rule: </p></li>
<li><p>We move continuously until convergence to reach the lowest point of this landscape (local minima).</p></li>
</ol>
<div>
<h4>NB:</h4>
<ul>
<li><p>In the update rule, <em>Etha</em> is the <strong>learning rate</strong> and determines how large is the step we take in the direction of our gradient. Its choice is very important since modern neural network architectures are extremly non-convex. If the learning rate is too low, the model could stuck in a local minimum. If it is too large it could diverge. <strong>Adaptive learning rates</strong> could be used to adapt the learning rate value for each iteration of the gradient. For more detailed explanation please read this <a href="https://arxiv.org/pdf/1609.04747.pdf">overview of gradient descent optimization algorithms by Sebastian Ruder</a>.</p></li>
<li><p>To compute the gradient of the loss function in respect of a given vector of weights, we use <strong>backpropagation</strong>. Let us consider the simple neural network above. It contains one hidden layer and one output layer. We want to compute the gradient of the loss function with respect to each parameter, let us say to <em>theta 1</em>. For that, we start by applying the chain rule because J(<em>theta</em>) is only dependent on <em>Yhat</em>. And then, we apply the chain rule one more time to backpropagate the gradient one layer further. We can do this, for the same reason, because <em>z1</em> (hidden state) is only depend on the input <em>x</em> and <em>theta 1</em>. Thus, the backpropagation consists in <strong>repeating this process for every weight in the network using gradients from later layers</strong>.</p></li>
</ul>
<p>
</p>
</div>
</div>
<div>
<h2>Neural Networks in practice:</h2>
<ul>
<li><p>In the presence of a large dataset, the computation of the gradient in respect to each weight can be very expensive (think about the chain rule in backpropagation). For that, we could compute the gradient on a subset of data (mini-batch) and use it as an estimate of the true gradient. This gives a more accurate estimation of the gradient than the stochastic gradient descent (SGD) which randomly takes only one observation and much more faster than calculating the gradient using all data. Using mini-batches for each iteration leads to fast training especially when we use different threads (GPU’s). We can parallelize computing for each iteration: a batch for each weight and gradient is calculated in a seperate thread. Then, calculations are gathered together to complete the iteration.</p></li>
<li><p>Juste like any other “classical” machine learning algorithm, Neural Networks could face the problem of overfitting. Ideally, in machine learning, <strong>we want to build models that can learn representations from a training data and still generalize well on unseen test data</strong>. Regularization is a technique that constrains our optimization problem to discourage complex models (i.e. to avoid memorizing data). When we talk about regularization, we generally talk about <strong>Dropout</strong> which is the process of randomly dropping out some proportion of the hidden neurals in each iteration during the training phase (dropout i.e. set associated activations to 0) and/or <strong>Early stopping</strong> which consists in stopping training before we have a chance to overfit. For that, we calculate the loss in training and test phase relative to the number of training iterations. We stop learning when the loss function in the test phase starts to increase.</p></li>
</ul>
</div>
<div>
<h2>Conclusion:</h2>
<p>This first article is an introduction to Deep Learning and could be summarized in 3 key points:</p>
<ol>
<li>First, we have learned about the fundamental building block of Deep Learning which is the Perceptron.<br />
</li>
<li>Then, we have learned about stacking these perceptrons together to compose more complex hierarchical models and we learned how to mathematically optimize these models using backpropagation and gradient descent.</li>
<li>Finally, we have seen some practical challenges of training these models in real life and some best practices like adaptive learning, batching and regularization to combat overfitting.</li>
</ol>
<p>The next article will be about <strong>Sequence modeling with Neural Networks</strong>. We will learn how to model sequences with a focus on Recurrent Neural Networks (RNNs) and their short-term memory and Long Short Term Memory (LSTM) and their ability to keep track of information throughout many timesteps.</p>
<p>Stay tuned!</p>
</div>
</div>
</section>
||||I||||Introduction to Deep Learning

Zied HY’s Data Science Blog

I have started reading about Deep Learning for over a year now through several articles and research papers that I came across mainly in LinkedIn, Medium and Arxiv.

When I virtually attended the MIT 6.S191 Deep Learning courses during the last few weeks (Here is a link to the course site), I decided to begin to put some structure in my understanding of Neural Networks through this series of articles.

I will go through the first four courses:

 1. Introduction to Deep Learning
 2. Sequence Modeling with Neural Networks
 3. Deep learning for computer vision - Convolutional Neural Networks
 4. Deep generative modeling

For each course, I will outline the main concepts and add more details and interpretations from my previous readings and my background in statistics and machine learning.

Starting from the second course, I will also add an application on an open-source dataset for each course.

That said, let’s go!

 Introduction to Deep Learning

 Context

 Traditional machine learning models have always been very powerful to handle structured data and have been widely used by businesses for credit scoring, churn prediction, consumer targeting, and so on.

 The success of these models highly depends on the performance of the feature engineering phase: the more we work close to the business to extract relevant knowledge from the structured data, the more powerful the model will be.

 When it comes to unstructured data (images, text, voice, videos), hand engineered features are time consuming, brittle and not scalable in practice. That is why Neural Networks become more and more popular thanks to their ability to automatically discover the representations needed for feature detection or classification from raw data. This replaces manual feature engineering and allows a machine to both learn the features and use them to perform a specific task.

 Improvements in Hardware (GPUs) and Software (advanced models / research related to AI) also contributed to deepen the learning from data using Neural Networks.

 Basic architecture

 The fundamental building block of Deep Learning is the Perceptron which is a single neuron in a Neural Network.

 Given a finite set of m inputs (e.g. m words or m pixels), we multiply each input by a weight (theta 1 to theta m) then we sum up the weighted combination of inputs, add a bias and finally pass them through a non-linear activation function. That produces the output Yhat.

 * The bias theta 0 allows to add another dimension to the input space. Thus, the activation function still provide an output in case of an input vector of all zeros. It is somehow the part of the output that is independent of the input.
 * The purpose of activation functions is to introduce non-linearities into the network. In fact, linear activation functions produce linear decisions no matter the input distribution. Non-linearities allow us to better approximate arbitrarily complex functions. Here some examples of common activation functions:

 Deep Neural Networks are no more than a stacking of multiple perceptrons (hidden layers) to produce an output.

 Now, once we have understood the basic architecture of a deep neural network, let us find out how it can be used for a given task.

 Training a Neural Network

 Let us say, for a set of X-ray images, we need the model to automatically distinguish those that are related to a sick patient from the others.

 For that, machine learning models, like humans, need to learn to differentiate between the two categories of images by observing some images of both sick and healthy individuals. Accordingly, they automatically understand patterns that better describe each category. This is what we call the training phase.

 Concretely, a pattern is a weighted combination of some inputs (images, parts of images or other patterns). Hence, the training phase is nothing more than the phase during which we estimate the weights (also called parameters) of the model.

 When we talk about estimation, we talk about an objective function we have to optimize. This function shall be constructed to best reflect the performance of the training phase. When it comes to prediction tasks, this objective function is usually called loss function and measures the cost incurred from incorrect predictions. When the model predicts something that is very close to the true output then the loss function is very low, and vice-versa.

 In the presence of input data, we calculate an empirical loss (binary cross entropy loss in case of classification and mean squared error loss in case of regression) that measures the total loss over our entire dataset:

 Since the loss is a function of the network weights, our task it to find the set of weights theta that achieve the lowest loss:

 If we only have two weights theta 0 and theta 1, we can plot the following diagram of the loss function. What we want to do is to find the minimum of this loss and consequently the value of the weights where the loss attains its minimum.

 To minimize the loss function, we can apply the gradient descent algorithm:

 1. First, we randomly pick an initial p-vector of weights (e.g. following a normal distribution).
 2. Then, we compute the gradient of the loss function in the initial p-vector.

 3. The gradient direction indicates the direction to take in order to maximise the loss function. So, we take a small step in the opposite direction of gradient and we update weights’ values accordingly using this update rule:

 4. We move continuously until convergence to reach the lowest point of this landscape (local minima).

 NB:

 * In the update rule, Etha is the learning rate and determines how large is the step we take in the direction of our gradient. Its choice is very important since modern neural network architectures are extremly non-convex. If the learning rate is too low, the model could stuck in a local minimum. If it is too large it could diverge. Adaptive learning rates could be used to adapt the learning rate value for each iteration of the gradient. For more detailed explanation please read this overview of gradient descent optimization algorithms by Sebastian Ruder.

 * To compute the gradient of the loss function in respect of a given vector of weights, we use backpropagation. Let us consider the simple neural network above. It contains one hidden layer and one output layer. We want to compute the gradient of the loss function with respect to each parameter, let us say to theta 1. For that, we start by applying the chain rule because J(theta) is only dependent on Yhat. And then, we apply the chain rule one more time to backpropagate the gradient one layer further. We can do this, for the same reason, because z1 (hidden state) is only depend on the input x and theta 1. Thus, the backpropagation consists in repeating this process for every weight in the network using gradients from later layers.

 Neural Networks in practice:

 * In the presence of a large dataset, the computation of the gradient in respect to each weight can be very expensive (think about the chain rule in backpropagation). For that, we could compute the gradient on a subset of data (mini-batch) and use it as an estimate of the true gradient. This gives a more accurate estimation of the gradient than the stochastic gradient descent (SGD) which randomly takes only one observation and much more faster than calculating the gradient using all data. Using mini-batches for each iteration leads to fast training especially when we use different threads (GPU’s). We can parallelize computing for each iteration: a batch for each weight and gradient is calculated in a seperate thread. Then, calculations are gathered together to complete the iteration.

 * Juste like any other “classical” machine learning algorithm, Neural Networks could face the problem of overfitting. Ideally, in machine learning, we want to build models that can learn representations from a training data and still generalize well on unseen test data. Regularization is a technique that constrains our optimization problem to discourage complex models (i.e. to avoid memorizing data). When we talk about regularization, we generally talk about Dropout which is the process of randomly dropping out some proportion of the hidden neurals in each iteration during the training phase (dropout i.e. set associated activations to 0) and/or Early stopping which consists in stopping training before we have a chance to overfit. For that, we calculate the loss in training and test phase relative to the number of training iterations. We stop learning when the loss function in the test phase starts to increase.

 Conclusion:

 This first article is an introduction to Deep Learning and could be summarized in 3 key points:

 1. First, we have learned about the fundamental building block of Deep Learning which is the Perceptron.
 2. Then, we have learned about stacking these perceptrons together to compose more complex hierarchical models and we learned how to mathematically optimize these models using backpropagation and gradient descent.
 3. Finally, we have seen some practical challenges of training these models in real life and some best practices like adaptive learning, batching and regularization to combat overfitting.

 The next article will be about Sequence modeling with Neural Networks. We will learn how to model sequences with a focus on Recurrent Neural Networks (RNNs) and their short-term memory and Long Short Term Memory (LSTM) and their ability to keep track of information throughout many timesteps.

 Stay tuned!

I have started reading about Deep Learning for over a year now through several articles and research papers that I came across mainly in LinkedIn, Medium and Arxiv.
When I virtually attended the MIT 6.S191 Deep Learning courses during the last few weeks (Here is a link to the course site), I decided to begin to put some structure in my understanding of Neural Networks through this series of articles.
I will go through the first four courses:
Introduction to Deep Learning
Sequence Modeling with Neural Networks
Deep learning for computer vision - Convolutional Neural Networks
Deep generative modeling
For each course, I will outline the main concepts and add more details and interpretations from my previous readings and my background in statistics and machine learning.
Starting from the second course, I will also add an application on an open-source dataset for each course.
That said, let’s go!
Context
Traditional machine learning models have always been very powerful to handle structured data and have been widely used by businesses for credit scoring, churn prediction, consumer targeting, and so on.
The success of these models highly depends on the performance of the feature engineering phase: the more we work close to the business to extract relevant knowledge from the structured data, the more powerful the model will be.
When it comes to unstructured data (images, text, voice, videos), hand engineered features are time consuming, brittle and not scalable in practice. That is why Neural Networks become more and more popular thanks to their ability to automatically discover the representations needed for feature detection or classification from raw data. This replaces manual feature engineering and allows a machine to both learn the features and use them to perform a specific task.
Improvements in Hardware (GPUs) and Software (advanced models / research related to AI) also contributed to deepen the learning from data using Neural Networks.
Basic architecture
The fundamental building block of Deep Learning is the Perceptron which is a single neuron in a Neural Network.
Given a finite set of m inputs (e.g. m words or m pixels), we multiply each input by a weight (theta 1 to theta m) then we sum up the weighted combination of inputs, add a bias and finally pass them through a non-linear activation function. That produces the output Yhat.
The bias theta 0 allows to add another dimension to the input space. Thus, the activation function still provide an output in case of an input vector of all zeros. It is somehow the part of the output that is independent of the input.
The purpose of activation functions is to introduce non-linearities into the network. In fact, linear activation functions produce linear decisions no matter the input distribution. Non-linearities allow us to better approximate arbitrarily complex functions. Here some examples of common activation functions: 
Deep Neural Networks are no more than a stacking of multiple perceptrons (hidden layers) to produce an output. 
Now, once we have understood the basic architecture of a deep neural network, let us find out how it can be used for a given task.
Training a Neural Network
Let us say, for a set of X-ray images, we need the model to automatically distinguish those that are related to a sick patient from the others.
For that, machine learning models, like humans, need to learn to differentiate between the two categories of images by observing some images of both sick and healthy individuals. Accordingly, they automatically understand patterns that better describe each category. This is what we call the training phase.
Concretely, a pattern is a weighted combination of some inputs (images, parts of images or other patterns). Hence, the training phase is nothing more than the phase during which we estimate the weights (also called parameters) of the model. 
When we talk about estimation, we talk about an objective function we have to optimize. This function shall be constructed to best reflect the performance of the training phase. When it comes to prediction tasks, this objective function is usually called loss function and measures the cost incurred from incorrect predictions. When the model predicts something that is very close to the true output then the loss function is very low, and vice-versa.
In the presence of input data, we calculate an empirical loss (binary cross entropy loss in case of classification and mean squared error loss in case of regression) that measures the total loss over our entire dataset:
Since the loss is a function of the network weights, our task it to find the set of weights theta that achieve the lowest loss:
If we only have two weights theta 0 and theta 1, we can plot the following diagram of the loss function. What we want to do is to find the minimum of this loss and consequently the value of the weights where the loss attains its minimum.
To minimize the loss function, we can apply the gradient descent algorithm:
First, we randomly pick an initial p-vector of weights (e.g. following a normal distribution).
Then, we compute the gradient of the loss function in the initial p-vector.
 The gradient direction indicates the direction to take in order to maximise the loss function. So, we take a small step in the opposite direction of gradient and we update weights’ values accordingly using this update rule:  
 We move continuously until convergence to reach the lowest point of this landscape (local minima). 
NB:
 In the update rule, Etha is the learning rate and determines how large is the step we take in the direction of our gradient. Its choice is very important since modern neural network architectures are extremly non-convex. If the learning rate is too low, the model could stuck in a local minimum. If it is too large it could diverge. Adaptive learning rates could be used to adapt the learning rate value for each iteration of the gradient. For more detailed explanation please read this overview of gradient descent optimization algorithms by Sebastian Ruder. 
 To compute the gradient of the loss function in respect of a given vector of weights, we use backpropagation. Let us consider the simple neural network above. It contains one hidden layer and one output layer. We want to compute the gradient of the loss function with respect to each parameter, let us say to theta 1. For that, we start by applying the chain rule because J(theta) is only dependent on Yhat. And then, we apply the chain rule one more time to backpropagate the gradient one layer further. We can do this, for the same reason, because z1 (hidden state) is only depend on the input x and theta 1. Thus, the backpropagation consists in repeating this process for every weight in the network using gradients from later layers. 
Neural Networks in practice:
 In the presence of a large dataset, the computation of the gradient in respect to each weight can be very expensive (think about the chain rule in backpropagation). For that, we could compute the gradient on a subset of data (mini-batch) and use it as an estimate of the true gradient. This gives a more accurate estimation of the gradient than the stochastic gradient descent (SGD) which randomly takes only one observation and much more faster than calculating the gradient using all data. Using mini-batches for each iteration leads to fast training especially when we use different threads (GPU’s). We can parallelize computing for each iteration: a batch for each weight and gradient is calculated in a seperate thread. Then, calculations are gathered together to complete the iteration. 
 Juste like any other “classical” machine learning algorithm, Neural Networks could face the problem of overfitting. Ideally, in machine learning, we want to build models that can learn representations from a training data and still generalize well on unseen test data. Regularization is a technique that constrains our optimization problem to discourage complex models (i.e. to avoid memorizing data). When we talk about regularization, we generally talk about Dropout which is the process of randomly dropping out some proportion of the hidden neurals in each iteration during the training phase (dropout i.e. set associated activations to 0) and/or Early stopping which consists in stopping training before we have a chance to overfit. For that, we calculate the loss in training and test phase relative to the number of training iterations. We stop learning when the loss function in the test phase starts to increase. 
Conclusion:
This first article is an introduction to Deep Learning and could be summarized in 3 key points:
First, we have learned about the fundamental building block of Deep Learning which is the Perceptron.
Then, we have learned about stacking these perceptrons together to compose more complex hierarchical models and we learned how to mathematically optimize these models using backpropagation and gradient descent.
Finally, we have seen some practical challenges of training these models in real life and some best practices like adaptive learning, batching and regularization to combat overfitting.
The next article will be about Sequence modeling with Neural Networks. We will learn how to model sequences with a focus on Recurrent Neural Networks (RNNs) and their short-term memory and Long Short Term Memory (LSTM) and their ability to keep track of information throughout many timesteps.
Stay tuned!
Introduction to Deep Learning
https://ziedhy.github.io/2018/08/Introduction_Deep_Learning.html
https://en.wikipedia.org/wiki/Massive_open_online_course
Massive open online course - Wikipedia
2011-07-10
Authority control National libraries Israel United States Other FAST
<div><div>
<div><p><a href="/wiki/File:MOOC_poster_mathplourde.png"></a></p><div><p>Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "massive open online course"</p></div></div>
<p>A <b>massive open online course</b> (<b>MOOC</b> ) or an <b>open online course</b> is an <a href="/wiki/Online_course">online course</a> aimed at unlimited participation and <a href="/wiki/Open_access">open access</a> via the <a href="/wiki/World_Wide_Web">Web</a>.<sup><a href="#cite_note-1">[1]</a></sup> In addition to traditional course materials, such as filmed lectures, readings, and <a href="/wiki/Problem_set">problem sets</a>, many MOOCs provide <a href="/wiki/Interactive_course">interactive courses</a> with user forums or social media discussions to support community interactions among students, professors, and <a href="/wiki/Teaching_assistant">teaching assistants</a> (TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in <a href="/wiki/Distance_education">distance education</a>,<sup><a href="#cite_note-CFP-2">[2]</a></sup> first introduced in 2008,<sup><a href="#cite_note-3">[3]</a></sup> that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC".<sup><a href="#cite_note-pappano-4">[4]</a></sup><sup><a href="#cite_note-NYTimes030613-5">[5]</a></sup><sup><a href="#cite_note-6">[6]</a></sup>
</p><p>Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as <a href="/wiki/Open_content">open licensing</a> of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs (xMOOCs: extended MOOCs) use closed licenses for their course materials while maintaining free access for students.<sup><a href="#cite_note-MOOC_Misnomer-7">[7]</a></sup><sup><a href="#cite_note-8">[8]</a></sup><sup><a href="#cite_note-RemixInfoWeek-9">[9]</a></sup><sup><a href="#cite_note-in_AIS_Electronic_Library_AISeL-10">[10]</a></sup>
</p>
<h2>History[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=1">edit</a>]</h2>
<div> <div><p>What is a MOOC?, December 2010</p></div></div>
<h3>Precursors[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=2">edit</a>]</h3>
<p>Before the <a href="/wiki/Digital_Age">Digital Age</a>, <a href="/wiki/Distance_learning">distance learning</a> appeared in the form of <a href="/wiki/Correspondence_courses">correspondence courses</a> in the 1890s–1920s and later radio and television broadcast of courses and early forms of <a href="/wiki/E-learning">e-learning</a>. Typically fewer than five percent of the students would complete a course.<sup><a href="#cite_note-11">[11]</a></sup> For example the Stanford Honors Cooperative Program, established in 1954, eventually offered video classes on-site at companies, at night, leading to a fully accredited Master's degree. This program was controversial because the companies paid double the normal tuition paid by full-time students.<sup><a href="#cite_note-12">[12]</a></sup> The 2000s saw changes in <a href="/wiki/E-learning">online, or e-learning</a> and distance education, with increasing online presence, open learning opportunities, and the development of MOOCs.<sup><a href="#cite_note-blogs.cetis.org.uk-13">[13]</a></sup> By 2010 audiences for the most popular college courses such as "Justice" with <a href="/wiki/Michael_J._Sandel">Michael J. Sandel</a> and "Human Anatomy" with <a href="/wiki/Marian_Diamond">Marian Diamond</a> were reaching millions.<sup><a href="#cite_note-14">[14]</a></sup>
</p>
<h3>Early approaches[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=3">edit</a>]</h3>
<p>The first MOOCs emerged from the <a href="/wiki/Open_educational_resources">open educational resources</a> (OER) movement, which was sparked by <a href="/wiki/MIT_OpenCourseWare">MIT OpenCourseWare</a> project.<sup><a href="#cite_note-15">[15]</a></sup> The OER movement was motivated from work by researchers who pointed out that class size and learning outcomes had no established connection. Here, <a href="/wiki/Daniel_Barwick">Daniel Barwick</a>'s work is the most often-cited example.<sup><a href="#cite_note-16">[16]</a></sup><sup><a href="#cite_note-17">[17]</a></sup>
</p><p>Within the OER movement, the <a href="/wiki/Wikiversity">Wikiversity</a> was founded in 2006 and the first open course on the platform was organised in 2007. Ten-week course with more than 70 students was used to test the idea of making Wikiversity an open and free platform for education in the tradition of Scandinavian free adult education, <a href="/wiki/Folk_high_school">Folk High School</a> and the <a href="/wiki/Free_school_movement">free school movement</a>.<sup><a href="#cite_note-18">[18]</a></sup> The term <i>MOOC</i> was coined in 2008 by Dave Cormier of the <a href="/wiki/University_of_Prince_Edward_Island">University of Prince Edward Island</a> in response to a course called <i>Connectivism and Connective Knowledge</i> (also known as <i>CCK08</i>). CCK08, which was led by <a href="/wiki/George_Siemens">George Siemens</a> of <a href="/wiki/Athabasca_University">Athabasca University</a> and <a href="/wiki/Stephen_Downes">Stephen Downes</a> of the <a href="/wiki/National_Research_Council_(Canada)">National Research Council</a>, consisted of 25 tuition-paying students in <a href="/wiki/Continuing_education">Extended Education</a> at the <a href="/wiki/University_of_Manitoba">University of Manitoba</a>, as well as over 2200 online students from the general public who paid nothing.<sup><a href="#cite_note-THE-19">[19]</a></sup> All course content was available through <a href="/wiki/RSS">RSS</a> feeds, and online students could participate through collaborative tools, including blog posts, threaded discussions in <a href="/wiki/Moodle">Moodle</a>, and <a href="/wiki/Second_Life">Second Life</a> meetings.<sup><a href="#cite_note-downes-20">[20]</a></sup><sup><a href="#cite_note-auto-21">[21]</a></sup><sup><a href="#cite_note-auto1-22">[22]</a></sup> Stephen Downes considers these so-called cMOOCs to be more "creative and dynamic" than the current xMOOCs, which he believes "resemble television shows or digital textbooks".<sup><a href="#cite_note-THE-19">[19]</a></sup>
</p><p>Other cMOOCs were then developed; for example, Jim Groom from The <a href="/wiki/University_of_Mary_Washington">University of Mary Washington</a> and Michael Branson Smith of <a href="/wiki/York_College,_City_University_of_New_York">York College, City University of New York</a> hosted MOOCs through several universities starting with 2011's 'Digital Storytelling' (ds106) MOOC.<sup><a href="#cite_note-GROOM-23">[23]</a></sup> MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded existing distance learning offerings (e.g., podcasts) into free and open online courses.<sup><a href="#cite_note-24">[24]</a></sup>
</p><p>Alongside the development of these open courses, other E-learning platforms emerged – such as <a href="/wiki/Khan_Academy">Khan Academy</a>, <a href="/wiki/Peer-to-Peer_University">Peer-to-Peer University</a> (P2PU), <a href="/wiki/Udemy">Udemy</a>, and <a href="/wiki/ALISON_(company)">Alison</a> – which are viewed as similar to MOOCs and work outside the university system or emphasize individual self-paced lessons.<sup><a href="#cite_note-CETIS78-25">[25]</a></sup><sup><a href="#cite_note-Chronicle-26">[26]</a></sup><sup><a href="#cite_note-DavidBornstein-27">[27]</a></sup><sup><a href="#cite_note-Information_Week-28">[28]</a></sup><sup><a href="#cite_note-NYTIMES-29">[29]</a></sup>
</p>
<h3>cMOOCs and xMOOCs[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=4">edit</a>]</h3>
<div><p><a href="/wiki/File:Timeline_of_MOOC_and_open_education_development_with_organisational_efforts_in_the_areas.png"></a></p><div><p>MOOCs and open-education timeline (updated 2015 version)<sup><a href="#cite_note-blogs.cetis.org.uk-13">[13]</a></sup><sup><a href="#cite_note-30">[30]</a></sup></p></div></div>
<p>As MOOCs developed with time, multiple conceptions of the platform seem to have emerged. Mostly two different types can be differentiated: those that emphasize a connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, several early adopters of the platform proposed the terms "cMOOC" and "xMOOC".<sup><a href="#cite_note-31">[31]</a></sup><sup><a href="#cite_note-ReferenceA-32">[32]</a></sup>
</p><p>cMOOCs are based on principles from <a href="/wiki/Connectivism">connectivist pedagogy</a> indicating that material should be <i>aggregated</i> (rather than pre-selected), <i><a href="/wiki/Remix#Broader_context">remixable</a></i>, <i>re-purposable</i>, and <i>feeding forward</i> (i.e. evolving materials should be targeted at future learning).<sup><a href="#cite_note-33">[33]</a></sup><sup><a href="#cite_note-34">[34]</a></sup><sup><a href="#cite_note-35">[35]</a></sup><sup><a href="#cite_note-36">[36]</a></sup> cMOOC instructional design approaches attempt to connect learners to each other to answer questions or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC.<sup><a href="#cite_note-37">[37]</a></sup> Andrew Ravenscroft of the London Metropolitan University claimed that connectivist MOOCs better support collaborative dialogue and knowledge building.<sup><a href="#cite_note-Ravenscroft-38">[38]</a></sup><sup><a href="#cite_note-Mak_Williams_Mackness-39">[39]</a></sup>
</p><p>xMOOCs have a much more traditional course structure. They are characterized by a specified aim of completing the course obtaining certain knowledge certification of the subject matter. They are presented typically with a clearly specified syllabus of recorded lectures and self-test problems. However, some providers require paid subscriptions for acquiring graded materials and certificates. They employ elements of the original MOOC, but are, in some effect, branded IT platforms that offer content distribution partnerships to institutions.<sup><a href="#cite_note-ReferenceA-32">[32]</a></sup> The instructor is the expert provider of knowledge, and student interactions are usually limited to asking for assistance and advising each other on difficult points.
</p>
<h2>Emergence of MOOC providers[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=5">edit</a>]</h2>
<p>According to <i><a href="/wiki/The_New_York_Times">The New York Times</a></i>, 2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including <a href="/wiki/Coursera">Coursera</a>, <a href="/wiki/Udacity">Udacity</a>, and <a href="/wiki/EdX">edX</a>.<sup><a href="#cite_note-pappano-4">[4]</a></sup>
</p>
<div><p><a href="/wiki/File:Gartner_Hype_Cycle.svg"></a></p><div><p>Dennis Yang, President of MOOC provider <a href="/wiki/Udemy">Udemy</a>, suggested in 2013 that MOOCs were in the midst of a <a href="/wiki/Hype_cycle">hype cycle</a>, with expectations undergoing a wild swing.<sup><a href="#cite_note-MOOCd_out-40">[40]</a></sup></p></div></div>
<p>During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings.<sup><a href="#cite_note-41">[41]</a></sup> Dennis Yang, President of MOOC provider Udemy, later made the point in an article for <i><a href="/wiki/The_Huffington_Post">The Huffington Post</a></i>.<sup><a href="#cite_note-42">[42]</a></sup>
</p><p>Many universities scrambled to join in the "next big thing", as did more established <a href="/wiki/Online_education">online education</a> service providers such as <a href="/wiki/Blackboard_Inc">Blackboard Inc</a>, in what has been called a "stampede". Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with the large American MOOC providers.<sup><a href="#cite_note-NYT022013-43">[43]</a></sup><sup><a href="#cite_note-pappano-4">[4]</a></sup> By early 2013, questions emerged about whether academia was "MOOC'd out".<sup><a href="#cite_note-MOOCd_out-40">[40]</a></sup><sup><a href="#cite_note-FT032013-44">[44]</a></sup> This trend was later confirmed in continuing analysis.<sup><a href="#cite_note-45">[45]</a></sup>
</p><p>The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and <a href="/wiki/Venture_capitalist">venture capitalists</a>. <i><a href="/wiki/The_Chronicle_of_Higher_Education">The Chronicle of Higher Education</a></i> lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera.<sup><a href="#cite_note-Major_players-46">[46]</a></sup>
</p><p>The larger non-profit organizations include the <a href="/wiki/Bill_%26_Melinda_Gates_Foundation">Bill &amp; Melinda Gates Foundation</a>, the <a href="/wiki/MacArthur_Foundation">MacArthur Foundation</a>, the <a href="/wiki/National_Science_Foundation">National Science Foundation</a>, and the <a href="/wiki/American_Council_on_Education">American Council on Education</a>. University pioneers include <a href="/wiki/Stanford">Stanford</a>, <a href="/wiki/Harvard">Harvard</a>, <a href="/wiki/Massachusetts_Institute_of_Technology">MIT</a>, the <a href="/wiki/University_of_Pennsylvania">University of Pennsylvania</a>, <a href="/wiki/California_Institute_of_Technology">Caltech</a>, the <a href="/wiki/University_of_Texas_at_Austin">University of Texas at Austin</a>, the <a href="/wiki/University_of_California_at_Berkeley">University of California at Berkeley</a>, and <a href="/wiki/San_Jose_State_University">San Jose State University</a>.<sup><a href="#cite_note-Major_players-46">[46]</a></sup> Related companies investing in MOOCs include <a href="/wiki/Google">Google</a> and educational publisher <a href="/wiki/Pearson_PLC">Pearson PLC</a>. Venture capitalists include <a href="/wiki/Kleiner_Perkins_Caufield_%26_Byers">Kleiner Perkins Caufield &amp; Byers</a>, <a href="/wiki/New_Enterprise_Associates">New Enterprise Associates</a> and <a href="/wiki/Andreessen_Horowitz">Andreessen Horowitz</a>.<sup><a href="#cite_note-Major_players-46">[46]</a></sup>
</p><p>In the fall of 2011, Stanford University launched three courses.<sup><a href="#cite_note-NYT71712-47">[47]</a></sup> The first of those courses was <i>Introduction Into AI</i>, launched by <a href="/wiki/Sebastian_Thrun">Sebastian Thrun</a> and <a href="/wiki/Peter_Norvig">Peter Norvig</a>. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by <a href="/wiki/Andrew_Ng">Andrew Ng</a> and <a href="/wiki/Jennifer_Widom">Jennifer Widom</a>. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and <a href="/wiki/Daphne_Koller">Daphne Koller</a> and Andrew Ng launched Coursera.<sup><a href="#cite_note-48">[48]</a></sup>
</p><p>In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with San Jose State University. In May 2013, the company announced the first entirely MOOC-based master's degree, a collaboration between Udacity, <a href="/wiki/AT%26T">AT&amp;T</a> and the <a href="/wiki/Georgia_Institute_of_Technology">Georgia Institute of Technology</a>, costing $7,000, a fraction of its normal tuition.<sup><a href="#cite_note-49">[49]</a></sup>
</p><p>Concerned about the commercialization of online education, in 2012 MIT created the not-for-profit MITx.<sup><a href="#cite_note-50">[50]</a></sup> The inaugural course, 6.002x, launched in March 2012. Harvard joined the group, renamed edX, that spring, and <a href="/wiki/University_of_California,_Berkeley">University of California, Berkeley</a> joined in the summer. The initiative then added the <a href="/wiki/University_of_Texas_System">University of Texas System</a>, <a href="/wiki/Wellesley_College">Wellesley College</a> and <a href="/wiki/Georgetown_University">Georgetown University</a>.
</p><p>In September 2013, edX announced a partnership with Google to develop MOOC.org, a site for non-xConsortium groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure.<sup><a href="#cite_note-51">[51]</a></sup> The Chinese <a href="/wiki/Tsinghua_University">Tsinghua University</a> MOOC platform XuetangX.com (launched Oct. 2013) uses the Open edX platform.<sup><a href="#cite_note-52">[52]</a></sup>
</p><p>Before 2013, each MOOC tended to develop its own delivery platform. EdX in April 2013 joined with Stanford University, which previously had its own platform called Class2Go, to work on <a href="/wiki/XBlock">XBlock</a> SDK, a joint open-source platform. It is available to the public under the <a href="/wiki/Affero_GPL">Affero GPL</a> open source license, which requires that all improvements to the platform be publicly posted and made available under the same license.<sup><a href="#cite_note-edXPressRelease-53">[53]</a></sup> Stanford Vice Provost John Mitchell said that the goal was to provide the "<a href="/wiki/Linux">Linux</a> of online learning".<sup><a href="#cite_note-Open_Source-54">[54]</a></sup> This is unlike companies such as Coursera that have developed their own platform.<sup><a href="#cite_note-courserastack-55">[55]</a></sup><sup>[<i><a href="/wiki/Wikipedia:Reliable_sources">unreliable source?</a></i>]</sup>
</p><p>By November 2013, edX offered 94 courses from 29 institutions around the world. During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics.<sup><a href="#cite_note-SA31313-56">[56]</a></sup> Udacity offered 26 courses. The number of courses offered has since increased dramatically: As of January 2016, edx offers 820 courses, Coursera offers 1580 courses and Udacity offers more than 120 courses. According to FutureLearn, the British Council's Understanding IELTS: Techniques for English Language Tests has an enrollment of over 440,000 students.<sup><a href="#cite_note-57">[57]</a></sup>
</p>
<h3>Notable providers[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=6">edit</a>]</h3>
<h3>Emergence of innovative courses[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=7">edit</a>]</h3>
<p>Early cMOOCs such as CCK08 and ds106 used innovative pedagogy (<a href="/wiki/Connectivism">Connectivism</a>), with distributed learning materials rather than a video-lecture format, and a focus on education and learning, and digital storytelling respectively<sup><a href="#cite_note-THE-19">[19]</a></sup><sup><a href="#cite_note-downes-20">[20]</a></sup><sup><a href="#cite_note-auto-21">[21]</a></sup><sup><a href="#cite_note-auto1-22">[22]</a></sup><sup><a href="#cite_note-GROOM-23">[23]</a></sup>
</p><p>Following the 2011 launch of three Stanford xMOOCs, including <i>Introduction Into AI</i>, launched by Sebastian Thrun and Peter Norvig<sup><a href="#cite_note-NYT71712-47">[47]</a></sup> a number of other innovative courses have emerged. As of May 2014, more than 900 MOOCs are offered by US universities and colleges. As of February 2013, dozens of universities had affiliated with MOOCs, including many international institutions.<sup><a href="#cite_note-NYT022013-43">[43]</a></sup><sup><a href="#cite_note-CHE022113-58">[58]</a></sup> In addition, some organisations operate their own MOOCs – including Google's Power Search.
</p><p>A range of courses have emerged; "There was a real question of whether this would work for humanities and social science", said Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and science courses<sup><a href="#cite_note-wsj1013-59">[59]</a></sup> even though the corresponding completion rates are lower.<sup><a href="#cite_note-in_AIS_Electronic_Library_AISeL-10">[10]</a></sup>
</p><p>In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist.<sup><a href="#cite_note-VihavainenMOOC2012-60">[60]</a></sup> The course has been offered recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki.<sup><a href="#cite_note-VihavainenMOOC2012-60">[60]</a></sup><sup><a href="#cite_note-61">[61]</a></sup> At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there have been over 8000 participants in their MOOCs altogether.<sup><a href="#cite_note-62">[62]</a></sup>
</p><p>On 18 June 2012, Ali Lemus from <a href="/wiki/Galileo_University">Galileo University</a><sup><a href="#cite_note-63">[63]</a></sup> launched the first Latin American MOOC titled "Desarrollando Aplicaciones para iPhone y iPad"<sup><a href="#cite_note-64">[64]</a></sup> This MOOC is a Spanish remix of Stanford University's popular "CS 193P iPhone Application Development" and had 5,380 students enrolled. The technology used to host the MOOC was the Galileo Educational System platform (GES) which is based on the .LRN project.<sup><a href="#cite_note-65">[65]</a></sup>
</p><p>"Gender Through Comic Books" was a course taught by <a href="/wiki/Ball_State_University">Ball State University</a>'s Christina Blanch on Instructure's Canvas Network, a MOOC platform launched in November 2012.<sup><a href="#cite_note-comicbook-66">[66]</a></sup> The course used examples from <a href="/wiki/Comic_books">comic books</a> to teach academic concepts about gender and perceptions.<sup><a href="#cite_note-digitalspy-67">[67]</a></sup>
</p><p>In November 2012, the <a href="/wiki/University_of_Miami">University of Miami</a> launched its first high school MOOC as part of Global Academy, its online high school. The course became available for high school students preparing for the <a href="/wiki/SAT">SAT</a> Subject Test in biology.<sup><a href="#cite_note-68">[68]</a></sup>
</p><p>During the Spring 2013 semester, <a href="/wiki/Cathy_Davidson">Cathy Davidson</a> and <a href="/wiki/Dan_Ariely">Dan Ariely</a> taught the "Surprise Endings: Social Science and Literature" a <a href="/wiki/Small_private_online_course">SPOC</a> course taught in-person at Duke University and also as a MOOC, with students from Duke running the online discussions.<sup><a href="#cite_note-pappano-4">[4]</a></sup>
</p><p>In the UK of summer 2013, Physiopedia ran their first MOOC regarding Professional Ethics in collaboration with University of the Western Cape in South Africa.<sup><a href="#cite_note-69">[69]</a></sup> This was followed by a second course in 2014, Physiotherapy Management of Spinal Cord Injuries, which was accredited by the <a href="/wiki/World_Confederation_for_Physical_Therapy">World Confederation of Physical Therapy</a> and attracted approximately 4000 participants with a 40% completion rate.<sup><a href="#cite_note-70">[70]</a></sup><sup><a href="#cite_note-71">[71]</a></sup> Physiopedia is the first provider of physiotherapy/physical therapy MOOCs, accessible to participants worldwide.<sup><a href="#cite_note-72">[72]</a></sup>
</p><p>In March 2013, Coursolve piloted a <a href="/wiki/Crowdsourced">crowdsourced</a> business strategy course for 100 organizations with the University of Virginia.<sup><a href="#cite_note-73">[73]</a></sup> A data science MOOC began in May 2013.<sup><a href="#cite_note-74">[74]</a></sup>
</p><p>In May 2013, Coursera announced free e-books for some courses in partnership with <a href="/wiki/Chegg">Chegg</a>, an online textbook-rental company. Students would use Chegg's <a href="/wiki/E-reader">e-reader</a>, which limits copying and printing and could use the book only while enrolled in the class.<sup><a href="#cite_note-etext-75">[75]</a></sup>
</p><p>In June 2013, the <a href="/wiki/University_of_North_Carolina_at_Chapel_Hill">University of North Carolina at Chapel Hill</a> launched Skynet University,<sup><a href="#cite_note-76">[76]</a></sup> which offers MOOCs on introductory astronomy. Participants gain access to the university's global network of <a href="/wiki/Robotic_telescope">robotic telescopes</a>, including those in the Chilean Andes and Australia.
</p><p>In July 2013 the <a href="/wiki/University_of_Tasmania">University of Tasmania</a> launched <i>Understanding Dementia</i>. The course had a completion rate of (39%),<sup><a href="#cite_note-77">[77]</a></sup> the course was recognized in the journal <a href="/wiki/Nature_(journal)">Nature</a>.<sup><a href="#cite_note-78">[78]</a></sup>
</p><p>Startup Veduca<sup><a href="#cite_note-79">[79]</a></sup> launched the first MOOCs in Brazil, in partnership with the <a href="/wiki/University_of_S%C3%A3o_Paulo">University of São Paulo</a> in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury.<sup><a href="#cite_note-80">[80]</a></sup> In the first two weeks following the launch at <a href="/wiki/Polytechnic_School_of_the_University_of_S%C3%A3o_Paulo">Polytechnic School of the University of São Paulo</a>, more than 10,000 students enrolled.<sup><a href="#cite_note-CHE8513-81">[81]</a></sup><sup><a href="#cite_note-82">[82]</a></sup>
</p><p>Startup Wedubox (finalist at MassChallenge 2013)<sup><a href="#cite_note-83">[83]</a></sup> launched the first MOOC in finance and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in Dec 2013 only 2 months after the launch.<sup>[<i><a href="/wiki/Wikipedia:Citation_needed">citation needed</a></i>]</sup>
</p><p>In January 2014, Georgia Institute of Technology partnered with Udacity and AT&amp;T to launch their <a href="/wiki/Georgia_Tech_Online_Master_of_Science_in_Computer_Science">Online Master of Science in Computer Science</a> (OMSCS). Priced at $7,000, OMSCS was the first <i>MOOD</i> (massive online open degree) (Master's degree) in <a href="/wiki/Computer_science">computer science</a>.<sup><a href="#cite_note-Forbes-84">[84]</a></sup><sup><a href="#cite_note-HuffingtonPost-85">[85]</a></sup><sup><a href="#cite_note-Time-86">[86]</a></sup>
</p><p>In September 2014, the high street retailer, <a href="/wiki/Marks_%26_Spencer">Marks &amp; Spencer</a> partnered up with <a href="/wiki/University_of_Leeds">University of Leeds</a> to construct an MOOC business course "which will use case studies from the Company Archive alongside research from the University to show how innovation and people are key to business success. The course will be offered by the UK based MOOC platform, FutureLearn.<sup><a href="#cite_note-87">[87]</a></sup>
</p><p>On 16 March 2015, the <a href="/wiki/University_of_Cape_Town">University of Cape Town</a> launched its first MOOC, <i>Medicine and the Arts</i> on the UK-led platform, <a href="/wiki/Futurelearn">Futurelearn</a>.<sup><a href="#cite_note-88">[88]</a></sup>
</p><p>In July 2015, OpenClassrooms, jointly with IESA Multimedia, launched the first MOOC-based bachelor's degree in multimedia project management recognized by a French state.<sup><a href="#cite_note-89">[89]</a></sup>
</p><p>In January 2018, <a href="/wiki/Brown_University">Brown University</a> opened its first "game-ified" course on <a href="/wiki/EdX">EdX</a>. Titled <i>Fantastic Places, Unhuman Humans: Exploring Humanity Through Literature</i> by Professor James Egan. It featured a storyline and plot to help Leila, a lost humanoid wandering different worlds, in which a learner had to play mini games to advance through the course.<sup><a href="#cite_note-90">[90]</a></sup>
</p><p>The <a href="/wiki/Pacific_Open_Learning_Health_Net">Pacific Open Learning Health Net</a>, set up by the <a href="/wiki/WHO">WHO</a> in 2003, developed an online learning platform in 2004–05 for continuing development of health professionals. Courses were originally delivered by Moodle, but were looking more like other MOOCs by 2012.<sup><a href="#cite_note-91">[91]</a></sup>
</p>
<h2>Student experience and pedagogy[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=8">edit</a>]</h2>
<h3>Students served[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=9">edit</a>]</h3>
<p>By June 2012, more than 1.5 million people had registered for classes through Coursera, Udacity or edX.<sup><a href="#cite_note-92">[92]</a></sup><sup><a href="#cite_note-93">[93]</a></sup> As of 2013, the range of students registered appears to be broad, diverse and non-traditional, but concentrated among English-speakers in rich countries. By March 2013, Coursera alone had registered about 2.8 million learners.<sup><a href="#cite_note-SA31313-56">[56]</a></sup> By October 2013, Coursera enrollment continued to surge, surpassing 5 million, while edX had independently reached 1.3 million.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup>
</p>
<table>
<caption>Coursera enrollees
</caption>
<tbody><tr>
<th>Country</th>
<th>Percentage
</th></tr>
<tr>
<td>United States</td>
<td>27.7%
</td></tr>
<tr>
<td>India</td>
<td>8.8%
</td></tr>
<tr>
<td>Brazil</td>
<td>5.1%
</td></tr>
<tr>
<td>United Kingdom</td>
<td>4.4%
</td></tr>
<tr>
<td>Spain</td>
<td>4.0%
</td></tr>
<tr>
<td>Canada</td>
<td>3.6%
</td></tr>
<tr>
<td>Australia</td>
<td>2.3%
</td></tr>
<tr>
<td>Russia</td>
<td>2.2%
</td></tr>
<tr>
<td>Rest of world</td>
<td>41.9%
</td></tr></tbody></table>
<p>A course billed as "Asia's first MOOC" given by the <a href="/wiki/Hong_Kong_University_of_Science_and_Technology">Hong Kong University of Science and Technology</a> through Coursera starting in April 2013 registered 17,000 students. About 60% were from "rich countries" with many of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been discouraged by Chinese government policies.<sup><a href="#cite_note-HK_MOOC-94">[94]</a></sup>
</p><p>Koller stated in May 2013 that a majority of the people taking Coursera courses had already earned college degrees.<sup><a href="#cite_note-95">[95]</a></sup>
</p><p>According to a Stanford University study of a more general group of students "active learners" – anybody who participated beyond just registering – found that 64% of high school active learners were male and 88% were male for undergraduate- and graduate-level courses.<sup><a href="#cite_note-lytics-96">[96]</a></sup>
</p><p>A study from Stanford University's Learning Analytics group identified four types of students: auditors, who watched video throughout the course, but took few quizzes or exams; completers, who viewed most lectures and took part in most assessments; disengaged learners, who quickly dropped the course; and sampling learners, who might only occasionally watch lectures.<sup><a href="#cite_note-lytics-96">[96]</a></sup> They identified the following percentages in each group:<sup><a href="#cite_note-Decon_Diseng-97">[97]</a></sup>
</p>
<table>
<tbody><tr>
<th>Course
</th>
<th>Auditing
</th>
<th>Completing
</th>
<th>Disengaging
</th>
<th>Sampling
</th></tr>
<tr>
<th>High school
</th>
<td>6%
</td>
<td>27%
</td>
<td>29%
</td>
<td>39%
</td></tr>
<tr>
<th>Undergraduate
</th>
<td>6%
</td>
<td>8%
</td>
<td>12%
</td>
<td>74%
</td></tr>
<tr>
<th>Graduate
</th>
<td>9%
</td>
<td>5%
</td>
<td>6%
</td>
<td>80%
</td></tr></tbody></table>
<p>Jonathan Haber focused on questions of what students are learning and student demographics. About half the students taking US courses are from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. Video lectures followed by multiple choice questions can be challenging since they are often the "right questions". Smaller discussion boards paradoxically offer the best conversations. Larger discussions can be "really, really thoughtful and really, really misguided", with long discussions becoming rehashes or "the same old stale left/right debate".<sup><a href="#cite_note-BG_Haber-98">[98]</a></sup>
</p><p>MIT and Stanford University offered initial MOOCs in Computer Science and Electrical Engineering. Since engineering courses need prerequisites so at the outset upper-level engineering courses were nearly absent from the MOOC list. By 2015, several universities were presenting undergraduate and advanced-level engineering courses.<sup><a href="#cite_note-ICTEE2015-99">[99]</a></sup><sup><a href="#cite_note-MITE2014-100">[100]</a></sup><sup><a href="#cite_note-SEE2012-101">[101]</a></sup>
</p>
<h3>Educator experience[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=10">edit</a>]</h3>
<p>In 2013, the <a href="/wiki/Chronicle_of_Higher_Education">Chronicle of Higher Education</a> surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation", though some instructors' pre-class preparation was "a few dozen hours". The professors then spent 8–10 hours per week on the course, including participation in discussion forums.<sup><a href="#cite_note-Chron_survey-102">[102]</a></sup>
</p><p>The medians were: 33,000 students enrollees; 2,600 passing; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos, 75% used open educational resources and 27% used other resources. 9% of the classes required a physical textbook and 5% required an e-book.<sup><a href="#cite_note-Chron_survey-102">[102]</a></sup><sup><a href="#cite_note-additional_results-103">[103]</a></sup>
</p><p>Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Georgia Tech professor <a href="/wiki/Karen_Head">Karen Head</a> reports that 19 people work on their MOOCs and that more are needed.<sup><a href="#cite_note-GTech-104">[104]</a></sup> The platforms have availability requirements similar to media/content sharing websites, due to the large number of enrollees. MOOCs typically use <a href="/wiki/Cloud_computing">cloud computing</a> and are often created with <a href="/wiki/Authoring_system">authoring systems</a>. Authoring tools for the creation of MOOCs are specialized packages of <a href="/wiki/Educational_software">educational software</a> like <a href="/wiki/Elicitus">Elicitus</a>, <a href="/wiki/IMC_Content_Studio">IMC Content Studio</a> and <a href="/w/index.php?title=Lectora&amp;action=edit&amp;redlink=1">Lectora</a> that are easy-to-use and support e-learning standards like <a href="/wiki/SCORM">SCORM</a> and <a href="/wiki/Aviation_Industry_Computer-Based_Training_Committee">AICC</a>.
</p>
<h3>Completion rates[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=11">edit</a>]</h3>
<p>Despite their potential to support learning and education, MOOCs have a major concern related to attrition rates and course drop out. Even though the number of learners who enroll in the courses tends to be in the thousands range, only a very small portion of the enrolled learners complete the course. According to the visualizations and analysis conducted by Katy Jordan (2015),<sup><a href="#cite_note-105">[105]</a></sup> the investigated MOOCs have a typical enrollment of 25,000, even though enrollment has reached a value up to ~230,000. Jordan reports that the average completion rate for such MOOCs is approximately 15%. Early data from Coursera suggest a completion rate of 7–9%.<sup><a href="#cite_note-KatW-106">[106]</a></sup> Coffrin et al. (2012)<sup><a href="#cite_note-107">[107]</a></sup> report the completion rates are even lower (between 3 and 5%), while they say there is a consistent and noticeable decline in the number of students who participate in the course every week. Others<sup><a href="#cite_note-KatW-106">[106]</a></sup><sup><a href="#cite_note-108">[108]</a></sup><sup><a href="#cite_note-109">[109]</a></sup><sup><a href="#cite_note-110">[110]</a></sup><sup><a href="#cite_note-111">[111]</a></sup> have also shown attrition rates similar to Coffrin. One example is the course <i>Bioelectricity, in the Fall of 2012</i> at Duke University, where 12,725 students enrolled, but only 7,761 ever watched a video, 3,658 attempted a quiz, 345 attempted the final exam, and 313 passed, earning a certificate.<sup><a href="#cite_note-112">[112]</a></sup><sup><a href="#cite_note-113">[113]</a></sup> Students paying $50 for a feature (designed to prevent cheating on exams) have completion rates of about 70%.<sup><a href="#cite_note-dropout-114">[114]</a></sup> Yang et al. (2013)<sup><a href="#cite_note-115">[115]</a></sup> suggest that even though there is a large proportion of students who drop out early on due to a variety of reasons, there is a significant proportion of the students who remain in the course and drop out later, thus causing attrition to happen over time.
</p><p>Before analyzing some factors which is related to attrition rates and course drop out, one important thing one should keep in mind is that average completion rate for MOOCs is not a good indicator. Completion rate does not reflect the overall view of every student because different students have diverse purposes.<sup><a href="#cite_note-:5-116">[116]</a></sup> For example, Khe Foon Hew (2016)<sup><a href="#cite_note-:5-116">[116]</a></sup> indicates that some students take part in the MOOCs just for interest or finding extrinsic value of course. They drop the course if the course does not satisfy their purpose. However, completion rate is objective enough to reflect engagement of students.
</p><p>Much research has investigated why students drop out of MOOC courses or what factors could contribute to them dropping out. For example, <a href="/wiki/Carolyn_Ros%C3%A9">Carolyn Rosé</a> et al. (2014)<sup><a href="#cite_note-:1-117">[117]</a></sup> investigate how three social factors make predictions on student attrition, for students who participated in the course discussion forum. The authors found that students who serve as authorities in the community seem to be more committed to the community and thus less inclined to drop out the course. In addition, students who actively participated in the course since the first week were 35% less likely to drop out of the course, compared with the average population. Lastly, the analysis of the patterns of attrition in a sub community showed that attrition was related to the engagement of the particular students with one another. One interpretation of this finding according to Rosé et al. (2014)<sup><a href="#cite_note-:1-117">[117]</a></sup> is that while participating in MOOCs, students create virtual cohorts who progress and engage with the material in similar ways. Thus, if students start dropping out, then that might cause other students to drop out as they might perceive the environment as less supportive or engaging without their peers.
</p><p>Other studies focus on exploring how motivation and self-regulated learning could be related to MOOC dropout and attrition. Carson (2002)<sup><a href="#cite_note-118">[118]</a></sup> investigated characteristics of self-directed learning in students of grades 8–12 who took online courses through a statewide online program. Two of the hypothesis that the study explored were whether there exist underlying distinct classes (categories) of self-regulated learners and if the membership in these classes was associated with measures such significantly different online course completion, online final grade, or GPA. The results show that there exist different latent classes of self-regulated learning within the population of online students, designated as high, moderate, and low self-directed learning. In addition, the results support the hypothesis that there is an association between the self-directed learning class the student belongs to with the significantly different course completion rate or course achievement (course achievement was measured by the completion of the online courses, the final online course grade and the cumulative GPA). In other words, course completion and self-directed learning in students were found to be significantly related.
</p><p>One online survey published a "top ten" list of reasons for dropping out of a MOOC.<sup><a href="#cite_note-Open_culture_1-119">[119]</a></sup> The list involved reasons such as the course required too much time, or was too difficult or too basic. Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack of a proper introduction to course technology and format, clunky technology and abuse on discussion boards. Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material.<sup><a href="#cite_note-in_AIS_Electronic_Library_AISeL-10">[10]</a></sup> Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential. Other reasons for the poor completion rates include the workload, length and difficulty of a course.<sup><a href="#cite_note-in_AIS_Electronic_Library_AISeL-10">[10]</a></sup> In addition, some participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times.<sup><a href="#cite_note-120">[120]</a></sup>
</p><p>Besides those factors cause the low completion rate in MOOCs, the inequality on receiving knowledge affected by different characters of individuals also has a huge influence on the consequence of completion rate. Actually, MOOC is not as fair as we expected. Russian researchers Semenova, T.V. and Rudakova, L.M (2016), indicate that MOOC is designed to decrease the unequal access to getting knowledge, but that does not mean every individual can enjoy the same equality in course completion rate. From their research, there are three main factors that cause inequality, which are degree of education, experience of MOOCs and gender. The survey shows that 18% of high-education students complete the course while only 3% low-education students complete. To be more visualized, 84–88% of students who have completed the course are high-educational. What's more, among students who have completed the course, 65–80% of students have at least one experience of using online learning platform comparing to 6–31% of students who have no experience. Gender also influences the completion rate. In general, 6–7% more men than women complete the course because women are supposed to do household in many countries, which distracts women's attention in learning.<sup><a href="#cite_note-121">[121]</a></sup>
</p><p>The effectiveness of MOOCs is an open question as completion rates are substantially less than traditional online education courses.<sup><a href="#cite_note-Yousef-122">[122]</a></sup><sup><a href="#cite_note-Khaled_M_2014-123">[123]</a></sup> Alraimi et al. (2015) explained in their research model a substantial percentage of the variance for the intention to continue using MOOCs, which is significantly influenced by perceived reputation, perceived openness, perceived usefulness, and perceived user satisfaction. Perceived reputation and perceived openness were the strongest predictors and have not previously been examined in the context of MOOCs
</p><p>However, research indicates that completion rates is not the right metric to measure success of MOOCs. Alternate metrics are proposed to measure effectiveness of MOOCs and online learning.<sup><a href="#cite_note-Khaled_M_2014-123">[123]</a></sup>
</p>
<h3>Instructional design[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=12">edit</a>]</h3>
<table><tbody><tr><th>External video</th></tr><tr><td><a href="/wiki/File:Duke_Chapel_spire.jpg"></a></td></tr><tr><td> <a href="https://www.youtube.com/watch?v=JKbPNx2TSgM">10 Steps to Developing an Online Course: Walter Sinnott-Armstrong</a> on <a href="/wiki/YouTube">YouTube</a>, <a href="/wiki/Duke_University">Duke University</a><sup><a href="#cite_note-Duke_U-124">[124]</a></sup></td></tr><tr><td> <a href="https://www.slideshare.net/gsiemens/designing-and-running-a-mooc">Designing, developing and running (Massive) Online Courses</a> by <a href="/wiki/George_Siemens">George Siemens</a>, <a href="/wiki/Athabasca_University">Athabasca University</a><sup><a href="#cite_note-Atha_U-125">[125]</a></sup></td></tr></tbody></table>
<p>Many MOOCs use video <a href="/wiki/Lecture">lectures</a>, employing the old form of teaching (lecturing) using a new technology.<sup><a href="#cite_note-Yousef-122">[122]</a></sup><sup><a href="#cite_note-EReality-126">[126]</a></sup> Thrun testified before the <a href="/wiki/President%E2%80%99s_Council_of_Advisors_on_Science_and_Technology">President’s Council of Advisors on Science and Technology</a> (PCAST) that MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself".<sup><a href="#cite_note-Librarians_and_the_Era_of_the_MOOC-127">[127]</a></sup>
</p><p>Some view the videos and other material produced by the MOOC as the next form of the textbook. "MOOC is the new textbook", according to David Finegold of <a href="/wiki/Rutgers_University">Rutgers University</a>.<sup><a href="#cite_note-128">[128]</a></sup> A study of edX student habits found that certificate-earning students generally stop watching videos longer than 6 to 9 minutes. They viewed the first 4.4 minutes (median) of 12- to 15-minute videos.<sup><a href="#cite_note-129">[129]</a></sup> Some traditional schools blend online and offline learning, sometimes called flipped classrooms. Students watch lectures online at home and work on projects and interact with faculty while in class. Such hybrids can even improve student performance in traditional in-person classes. One fall 2012 test by San Jose State and edX found that incorporating content from an online course into a for-credit campus-based course increased pass rates to 91% from as low as 55% without the online component. "We do not recommend selecting an online-only experience over a blended learning experience", says Coursera's Andrew Ng.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup>
</p><p>Because of massive enrollments, MOOCs require instructional design that facilitates large-scale feedback and interaction. The two basic approaches are:
</p>
<ul><li>Peer-review and group collaboration</li>
<li>Automated feedback through objective, online assessments, e.g. quizzes and exams<sup><a href="#cite_note-DoF_1-130">[130]</a></sup> Machine grading of written assignments is also underway.<sup><a href="#cite_note-IHE_1-131">[131]</a></sup></li></ul>
<p>So-called connectivist MOOCs rely on the former approach; broadcast MOOCs rely more on the latter.<sup><a href="#cite_note-132">[132]</a></sup> This marks a key distinction between <a href="#Connectivist_design">cMOOCs</a> where the 'C' stands for 'connectivist', and xMOOCs where the x stands for extended (as in TEDx, edX) and represents that the MOOC is designed to be in addition to something else (university courses for example).<sup><a href="#cite_note-xMOOC_def-133">[133]</a></sup>
</p><p>Assessment can be the most difficult activity to conduct online, and online assessments can be quite different from the brick-and-mortar version.<sup><a href="#cite_note-DoF_1-130">[130]</a></sup> Special attention has been devoted to proctoring and cheating.<sup><a href="#cite_note-NYT030212-134">[134]</a></sup>
</p><p>Peer review is often based upon sample answers or <a href="/wiki/Rubric_(academic)">rubrics</a>, which guide the grader on how many points to award different answers. These rubrics cannot be as complex for peer grading as for teaching assistants. Students are expected to learn via grading others<sup><a href="#cite_note-135">[135]</a></sup> and become more engaged with the course.<sup><a href="#cite_note-in_AIS_Electronic_Library_AISeL-10">[10]</a></sup> Exams may be proctored at regional testing centers. Other methods, including "eavesdropping technologies worthy of the C.I.A.", allow testing at home or office, by using webcams, or monitoring mouse clicks and typing styles.<sup><a href="#cite_note-NYT030212-134">[134]</a></sup> Special techniques such as <a href="/wiki/Computerized_adaptive_testing">adaptive testing</a> may be used, where the test tailors itself given the student's previous answers, giving harder or easier questions accordingly.
</p><p>"The most important thing that helps students succeed in an online course is interpersonal interaction and support", says Shanna Smith Jaggars, assistant director of <a href="/wiki/Columbia_University">Columbia University</a>'s <a href="/wiki/Community_College_Research_Center">Community College Research Center</a>. Her research compared online-only and face-to-face learning in studies of community-college students and faculty in Virginia and Washington state. Among her findings: In Virginia, 32% of students failed or withdrew from for-credit online courses, compared with 19% for equivalent in-person courses.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup>
</p><p>Assigning mentors to students is another interaction-enhancing technique.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup> In 2013 Harvard offered a popular class, <i>The Ancient Greek Hero</i>, instructed by <a href="/wiki/Gregory_Nagy">Gregory Nagy</a> and taken by thousands of Harvard students over prior decades. It appealed to alumni to volunteer as online mentors and discussion group managers. About 10 former teaching fellows also volunteered. The task of the volunteers, which required 3–5 hours per week, was to focus on online class discussion. The edX course registered 27,000 students.<sup><a href="#cite_note-NYT032513-136">[136]</a></sup>
</p><p>Research by Kop and Fournier<sup><a href="#cite_note-oltraining6-137">[137]</a></sup> highlighted as major challenges the lack of social presence and the high level of autonomy required. Techniques for maintaining connection with students include adding audio comments on assignments instead of writing them, participating with students in the discussion forums, asking brief questions in the middle of the lecture, updating weekly videos about the course and sending congratulatory emails on prior accomplishments to students who are slightly behind.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup> Grading by peer review has had mixed results. In one example, three fellow students grade one assignment for each assignment that they submit. The grading key or rubric tends to focus the grading, but discourages more creative writing.<sup><a href="#cite_note-BG_Haber-98">[98]</a></sup>
</p><p><a href="/wiki/A._J._Jacobs">A. J. Jacobs</a> in an op-ed in <i><a href="/wiki/The_New_York_Times">The New York Times</a></i> graded his experience in 11 MOOC classes overall as a "B".<sup><a href="#cite_note-AJJ-138">[138]</a></sup> He rated his professors as '"B+", despite "a couple of clunkers", even comparing them to pop stars and "A-list celebrity professors". Nevertheless, he rated teacher-to-student interaction as a "D" since he had almost no contact with the professors. The highest-rated ("A") aspect of Jacobs' experience was the ability to watch videos at any time. Student-to-student interaction and assignments both received "B−". Study groups that did not meet, <a href="/wiki/Troll_(Internet)">trolls</a> on message boards and the relative slowness of online vs. personal conversations lowered that rating. Assignments included multiple-choice quizzes and exams as well as essays and projects. He found the multiple-choice tests stressful and peer-graded essays painful. He completed only 2 of the 11 classes.<sup><a href="#cite_note-AJJ-138">[138]</a></sup><sup><a href="#cite_note-NPR_AJ-139">[139]</a></sup>
</p>
<h2>Information architecture[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=13">edit</a>]</h2>
<p>When searching for the desired course, the courses are usually organized by "most popular" or a "topical scheme". Courses planned for synchronous learning are structured as an exact organizational scheme called a chronological scheme,<sup><a href="#cite_note-:4-140">[140]</a></sup> Courses planned for <a href="/wiki/Asynchronous_learning">asynchronous learning</a> are also presented as a chronological scheme, but the order the information is learned as a hybrid scheme. In this way it can be harder to understand the course content and complete, because they are not based on an existing <a href="/wiki/Mental_model">mental model</a>.<sup><a href="#cite_note-:4-140">[140]</a></sup>
</p>
<h2>Industry[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=14">edit</a>]</h2>
<p>MOOCs are widely seen as a major part of a larger <a href="/wiki/Disruptive_innovation">disruptive innovation</a> taking place in higher education.<sup><a href="#cite_note-avalanche-141">[141]</a></sup><sup><a href="#cite_note-Times_HE-142">[142]</a></sup><sup><a href="#cite_note-143">[143]</a></sup> In particular, the many services offered under traditional university business models are predicted to become <a href="/wiki/Unbundling">unbundled</a> and sold to students individually or in newly formed bundles.<sup><a href="#cite_note-KCarey-144">[144]</a></sup><sup><a href="#cite_note-NHarden-145">[145]</a></sup> These services include research, curriculum design, content generation (such as textbooks), teaching, assessment and certification (such as granting degrees) and student placement. MOOCs threaten existing business models by potentially selling teaching, assessment, or placement separately from the current package of services.<sup><a href="#cite_note-avalanche-141">[141]</a></sup><sup><a href="#cite_note-Zhu-146">[146]</a></sup><sup><a href="#cite_note-Shirky-147">[147]</a></sup>
</p><p>President <a href="/wiki/Barack_Obama">Barack Obama</a> has cited recent developments, including the online learning innovations at <a href="/wiki/Carnegie_Mellon_University">Carnegie Mellon University</a>, <a href="/wiki/Arizona_State_University">Arizona State University</a> and <a href="/wiki/Georgia_Tech">Georgia Institute of Technology</a>, as having potential to reduce the rising costs of higher education.<sup><a href="#cite_note-WhiteHouse-148">[148]</a></sup>
</p><p>James Mazoue, Director of Online Programs at <a href="/wiki/Wayne_State_University">Wayne State University</a> describes one possible innovation:
</p>
<blockquote><p>The next disruptor will likely mark a tipping point: an entirely free online curriculum leading to a degree from an accredited institution. With this new business model, students might still have to pay to certify their credentials, but not for the process leading to their acquisition. If free access to a degree-granting curriculum were to occur, the business model of higher education would dramatically and irreversibly change.<sup><a href="#cite_note-Mazoue-149">[149]</a></sup></p></blockquote>
<p>But how universities will benefit by "giving our product away free online" is unclear.<sup><a href="#cite_note-NYT010613-150">[150]</a></sup>
</p>
<blockquote><p>No one's got the model that's going to work yet. I expect all the current ventures to fail, because the expectations are too high. People think something will catch on like wildfire. But more likely, it's maybe a decade later that somebody figures out how to do it and make money.</p><p>— <cite>James Grimmelmann, New York Law School professor<sup><a href="#cite_note-NYT010613-150">[150]</a></sup></cite></p></blockquote>
<p>Principles of <a href="/wiki/Openness">openness</a> inform the creation, structure and operation of MOOCs. The extent to which practices of Open Design in educational technology<sup><a href="#cite_note-151">[151]</a></sup> are applied vary.
</p>
<table>
<caption>Attributes of major MOOC providers,<sup><a href="#cite_note-152">[152]</a></sup> with update<sup><a href="#cite_note-153">[153]</a></sup>
</caption>
<tbody><tr>
<th>Initiatives</th>
<th>Nonprofit</th>
<th>Free to access</th>
<th>Certification fee</th>
<th>Institutional credits
</th></tr>
<tr>
<th>edX
</th>
<td>No</td>
<td>Partial</td>
<td>Yes</td>
<td>Partial
</td></tr>
<tr>
<th>Coursera
</th>
<td>No</td>
<td>Partial</td>
<td>Yes</td>
<td>Partial
</td></tr>
<tr>
<th>Udacity
</th>
<td>No</td>
<td>Partial</td>
<td>Yes</td>
<td>Partial
</td></tr>
<tr>
<th>Udemy
</th>
<td>No</td>
<td>Partial</td>
<td>Yes</td>
<td>Partial
</td></tr>
<tr>
<th>P2PU
</th>
<td>Yes</td>
<td>Yes</td>
<td>No</td>
<td>No
</td></tr></tbody></table>
<h3>Fee opportunities[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=15">edit</a>]</h3>
<p>In the <a href="/wiki/Freemium">freemium</a> business model, the basic product – the course content – is given away free. "Charging for content would be a tragedy", said Andrew Ng. But "premium" services such as certification or placement would be charged a fee – however financial aids are given in some cases.<sup><a href="#cite_note-SA31313-56">[56]</a></sup>
</p><p>Course developers could charge licensing fees for educational institutions that use its materials. Introductory or "gateway" courses and some remedial courses may earn the most fees. Free introductory courses may attract new students to follow-on fee-charging classes. Blended courses supplement MOOC material with face-to-face instruction. Providers can charge employers for recruiting its students. Students may be able to pay to take a proctored exam to earn transfer credit at a degree-granting university, or for certificates of completion.<sup><a href="#cite_note-NYT010613-150">[150]</a></sup> Udemy allows teachers to sell online courses, with the course creators keeping 70–85% of the proceeds and <a href="/wiki/Intellectual_property_rights">intellectual property rights</a>.<sup><a href="#cite_note-154">[154]</a></sup>
</p><p>Coursera found that students who paid $30 to $90 were substantially more likely to finish the course. The fee was ostensibly for the company's identity-verification program, which confirms that they took and passed a course.<sup><a href="#cite_note-wsj1013-59">[59]</a></sup>
</p>
<table>
<caption>Overview of potential revenue sources for three MOOC providers<sup><a href="#cite_note-TechCrunch-155">[155]</a></sup><sup><a href="#cite_note-CETIS-156">[156]</a></sup>
</caption>
<tbody><tr>
<th>edX
</th>
<th>Coursera
</th>
<th>Udacity
</th></tr>
<tr>
<td>
<ul><li>Certification</li>
<li>College credits</li>
<li>Human tutoring or assignment marking</li>
<li>Financial aid</li>
<li>Proctored examinations</li></ul>
</td>
<td>
<ul><li>Certification</li>
<li>Secure assessments</li>
<li>Employee recruitment</li>
<li>Applicant screening</li>
<li>Human tutoring or assignment marking</li>
<li>Enterprises pay to run their own training courses</li>
<li>Sponsorships</li>
<li>Tuition fees</li>
<li>Transcript services (not disclosed to students yet)</li></ul>
</td>
<td>
<ul><li>Certification</li>
<li>Employers paying to recruit talented students</li>
<li>Students' résumés and job match services</li>
<li>Sponsored high-tech skills courses</li></ul>
</td></tr></tbody></table>
<p>In February 2013, the American Council on Education (ACE) recommended that its members provide transfer credit from a few MOOC courses, though even the universities who deliver the courses had said that they would not.<sup><a href="#cite_note-WSJ020713-157">[157]</a></sup> The <a href="/wiki/University_of_Wisconsin">University of Wisconsin</a> offered multiple, <a href="/wiki/Competency-based_learning">competency-based</a> <a href="/wiki/Bachelor%27s_degree">bachelor's</a> and <a href="/wiki/Master%27s_degree">master's</a> degrees starting Fall 2013, the first public university to do so on a system-wide basis. The university encouraged students to take online-courses such as MOOCs and complete assessment tests at the university to receive credit.<sup><a href="#cite_note-no_takers-158">[158]</a></sup> As of 2013 few students had applied for college credit for MOOC classes.<sup><a href="#cite_note-159">[159]</a></sup> <a href="/wiki/Colorado_State_University-Global_Campus">Colorado State University-Global Campus</a> received no applications in the year after they offered the option.<sup><a href="#cite_note-no_takers-158">[158]</a></sup>
</p><p>Academic Partnerships is a company that helps public universities move their courses online. According to its chairman, Randy Best, "We started it, frankly, as a campaign to grow enrollment. But 72 to 84 percent of those who did the first course came back and paid to take the second course."<sup><a href="#cite_note-NYT012313-160">[160]</a></sup>
</p><p>While Coursera takes a larger cut of any revenue generated – but requires no minimum payment – the not-for-profit edX has a minimum required payment from course providers, but takes a smaller cut of any revenues, tied to the amount of support required for each course.<sup><a href="#cite_note-161">[161]</a></sup>
</p>
<h2>Benefits[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=16">edit</a>]</h2>
<h3>Improving access to higher education[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=17">edit</a>]</h3>
<p>MOOCs are regarded by many as an important tool to widen access to <a href="/wiki/Higher_education">higher education</a> (HE) for millions of people, including those in the <a href="/wiki/Developing_country">developing world</a>, and ultimately enhance their quality of life.<sup><a href="#cite_note-CFP-2">[2]</a></sup> MOOCs may be regarded as contributing to the democratisation of HE, not only locally or regionally but globally as well. MOOCs can help democratise content and make knowledge reachable for everyone. Students are able to access complete courses offered by universities all over the world, something previously unattainable. With the availability of affordable technologies, MOOCs increase access to an extraordinary number of courses offered by world-renowned institutions and teachers.<sup><a href="#cite_note-:0-162">[162]</a></sup>
</p>
<h3>Providing an affordable alternative to formal education[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=18">edit</a>]</h3>
<p>The costs of tertiary education continue to increase because institutions tend to bundle too many services. With MOOCs, some of these services can be transferred to other suitable players in the public or private sector. MOOCs are for large numbers of participants, can be accessed by anyone anywhere as long as they have an Internet connection, are open to everyone without entry qualifications and offer a full/complete course experience online for free.<sup><a href="#cite_note-163">[163]</a></sup><sup><a href="#cite_note-:0-162">[162]</a></sup>
</p>
<h3>Sustainable development goals[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=19">edit</a>]</h3>
<p>MOOCs can be seen as a form of open education offered for free through online platforms. The (initial) philosophy of MOOCs is to open up quality higher education to a wider audience. As such, MOOCs are an important tool to achieve goal 4 of the 2030 Agenda for Sustainable Development.<sup><a href="#cite_note-:0-162">[162]</a></sup>
</p>
<h3>Offers a flexible learning schedule[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=20">edit</a>]</h3>
<p>Certain lectures, videos, and tests through MOOCs can be accessed at any time compared to scheduled class times. By allowing learners to complete their coursework in their own time, this provides flexibility to learners based on their own personal schedules.<sup><a href="#cite_note-hbr.org-164">[164]</a></sup><sup><a href="#cite_note-:0-162">[162]</a></sup>
</p>
<h3>Online collaboration[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=21">edit</a>]</h3>
<p>The learning environments of MOOCs make it easier for learners across the globe to work together on common goals. Instead of having to physically meet one another, online collaboration creates partnerships among learners. While time zones may have an effect on the hours that learners communicate, projects, assignments, and more can be completed to incorporate the skills and resources that different learners offer no matter where they are located.<sup><a href="#cite_note-hbr.org-164">[164]</a></sup><sup><a href="#cite_note-:0-162">[162]</a></sup> Distance and collaboration can benefit learners who may have struggled with traditionally more individual learning goals, including learning how to write.<sup><a href="#cite_note-165">[165]</a></sup>
</p>
<h2>Challenges and criticisms[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=22">edit</a>]</h2>
<p>The MOOC Guide<sup><a href="#cite_note-MoocGuide-166">[166]</a></sup> suggests six possible challenges for cMOOCs:
</p>
<ol><li>Relying on user-generated content can create a chaotic learning environment.</li>
<li><a href="/wiki/Digital_literacy">Digital literacy</a> is necessary to make use of the online materials.</li>
<li>The time and effort required from participants may exceed what students are willing to commit to a free online course.</li>
<li>Once the course is released, content will be reshaped and reinterpreted by the massive student body, making the course trajectory difficult for instructors to control.</li>
<li>Participants must self-regulate and set their own goals.</li>
<li>Language and translation barriers.</li>
<li>Accessibility barriers for differently-abled users</li>
<li>Access barriers for people from low socio-economic neighbourhoods and countries with very little internet access</li></ol>
<p>These general challenges in effective MOOC development are accompanied by criticism by journalists and academics.
</p><p><a href="/wiki/Robert_Zemsky">Robert Zemsky</a> (2014) argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects."<sup><a href="#cite_note-167">[167]</a></sup> Others have pointed to a backlash arising from the tiny completion rates.<sup><a href="#cite_note-168">[168]</a></sup>
</p><p>Some<sup>[<i><a href="/wiki/Wikipedia:Manual_of_Style/Words_to_watch#Unsupported_attributions">who?</a></i>]</sup> dispute that the "territorial" dimensions of MOOCs<sup><a href="#cite_note-TerritorialDimensions-169">[169]</a></sup> have received insufficient discussion or data-backed analysis, namely: 1. the true geographical diversity of enrolls in/completes courses; 2. the implications of courses scaling across country borders, and potential difficulties with relevance and knowledge transfer; and 3. the need for territory-specific study of locally relevant issues and needs.
</p><p>Other features associated with early MOOCs, such as open licensing of content, open structure and learning goals, and community-centeredness, may not be present in all MOOC projects.<sup><a href="#cite_note-MOOC_Misnomer-7">[7]</a></sup>
</p><p>Effects on the structure of higher education were lamented, for example, by <a href="/wiki/Moshe_Y._Vardi">Moshe Y. Vardi</a>, who finds an "absence of serious pedagogy in MOOCs", and indeed in all of higher education. He criticized the format of "short, unsophisticated video chunks, interleaved with online quizzes, and accompanied by social networking."<sup>[<i><a href="/wiki/Wikipedia:Please_clarify">clarification needed</a></i>]</sup> An underlying reason is simple cost-cutting pressures, which could hamstring the higher education industry.<sup><a href="#cite_note-Vardi-170">[170]</a></sup>
</p><p>The changes predicted from MOOCs generated objections in some quarters. The San Jose State University philosophy faculty wrote in an open letter to Harvard University professor and MOOC teacher <a href="/wiki/Michael_Sandel">Michael Sandel</a>:
</p>
<blockquote><p>Should one-size-fits-all vendor-designed blended courses become the norm, we fear two classes of universities will be created: one, well-funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures.<sup><a href="#cite_note-Dear_Sandel-171">[171]</a></sup> </p></blockquote>
<p><a href="/wiki/Cary_Nelson">Cary Nelson</a>, former president of the <a href="/wiki/American_Association_of_University_Professors">American Association of University Professors</a> claimed that MOOCs are not a reliable means of supplying credentials, stating that "It’s fine to put lectures online, but this plan only degrades degree programs if it plans to substitute for them." Sandra Schroeder, chair of the Higher Education Program and Policy Council for the <a href="/wiki/American_Federation_of_Teachers">American Federation of Teachers</a> expressed concern that "These students are not likely to succeed without the structure of a strong and sequenced academic program."<sup><a href="#cite_note-172">[172]</a></sup>
</p><p>With a 60% majority, the <a href="/wiki/Amherst_College">Amherst College</a> faculty rejected the opportunity to work with edX based on a perceived incompatibility with their seminar-style classes and personalized feedback. Some were concerned about issues such as the "information dispensing" teaching model of lectures followed by exams, the use of multiple-choice exams and peer-grading. The <a href="/wiki/Duke_University">Duke University</a> faculty took a similar stance in the spring of 2013. The effect of MOOCs on second- and third-tier institutions and of creating a professorial "star system" were among other concerns.<sup><a href="#cite_note-IHE_1-131">[131]</a></sup>
</p><p>At least one alternative to MOOCs has advocates: Distributed Open Collaborative Courses (DOCC) challenge the roles of the instructor, hierarchy, money and massiveness. DOCC recognizes that the pursuit of knowledge may be achieved better by not using a centralized singular syllabus, that expertise is distributed throughout all the participants and does not just reside with one or two individuals.<sup><a href="#cite_note-173">[173]</a></sup>
</p><p>Another alternative to MOOCs is the self-paced online course (SPOC) which provides a high degree of flexibility. Students can decide on their own pace and with which session they would like to begin their studies. According to a report by Class Central founder Dhawal Shah, more than 800 self-paced courses have been available in 2015.<sup><a href="#cite_note-174">[174]</a></sup>
</p><p>Although the purpose of MOOCs is ultimately to educate more people, recent criticisms include accessibility and a Westernized curriculum that lead to a failure to reach the same audiences marginalised by traditional methods.<sup><a href="#cite_note-175">[175]</a></sup>
</p><p>MOOCs have been criticized for a perceived lack of academic rigor as well as the monetization strategies adopted by providers. In <i>MOOCs: A University Qualification in 24 Hours?</i> Michael Shea writes "By offering courses that are near-impossible to fail and charging upfront fees for worthless certificates, Coursera is simply running a high-tech version of the kind of scams that have been run by correspondence colleges for decades."<sup><a href="#cite_note-176">[176]</a></sup>
</p>
<h3>The experience of English language learners (ELLs) in MOOCs[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=23">edit</a>]</h3>
<p>Language of instruction is one of the major barriers that ELLs face in MOOCs. In recent estimates, almost 75% of MOOC courses are presented in the English language, however, native English speakers are a minority among the world's population.<sup><a href="#cite_note-177">[177]</a></sup> This issue is mitigated by the increasing popularity of English as a global language, and therefore has more second language speakers than any other language in the world. This barrier has encouraged content developers and other MOOC stakeholders to develop content in other popular languages to increase MOOC access. However, research studies show that some ELLs prefer to take MOOCs in English, despite the language challenges, as it promotes their goals of economic, social, and <a href="/wiki/Geographic_mobility">geographic mobility</a>.<sup><a href="#cite_note-178">[178]</a></sup> This emphasizes the need to not only provide MOOC content in other languages, but also to develop English language interventions for ELLs who participate in English MOOCs.
</p><p>Areas that ELLs particularly struggle with in English MOOCs include MOOC content without corresponding visual supporting materials<sup><a href="#cite_note-179">[179]</a></sup> (e.g., an instructor narrating instruction without text support in the background), or their hesitation to participate in MOOC discussion forums.<sup><a href="#cite_note-Kulkarni_1116–1128-180">[180]</a></sup> Active participation in MOOC discussion forums has been found to improve students grades, their engagement, and leads to lower dropout rates,<sup><a href="#cite_note-181">[181]</a></sup> however, ELLs are more likely to be spectators than active contributors in discussion forums.<sup><a href="#cite_note-Kulkarni_1116–1128-180">[180]</a></sup> 
</p><p>Researching studies show a “complex mix of affective, socio-cultural, and educational factors” that are inhibitors to their active participation in discussion forums.<sup><a href="#cite_note-182">[182]</a></sup> As expected, English as the language of communication poses both linguistic and cultural challenges for ELLs, and they may not be confident in their English language communication abilities.<sup><a href="#cite_note-183">[183]</a></sup> Discussion forums may also be an uncomfortable means of communication especially for ELLs from Confucian cultures, where disagreement and arguing one’s points are often viewed as confrontational, and harmony is promoted.<sup><a href="#cite_note-184">[184]</a></sup> Therefore, while ELLs may be perceived as being uninterested in participating, research studies show that they do not show the same hesitation in face to face discourse.<sup><a href="#cite_note-:2-185">[185]</a></sup><sup><a href="#cite_note-:3-186">[186]</a></sup> Finally, ELLs may come from high power distance cultures,<sup><a href="#cite_note-187">[187]</a></sup> where teachers are regarded as authority figures, and the culture of back and forth conversations between teachers and students is not a cultural norm.<sup><a href="#cite_note-:2-185">[185]</a></sup><sup><a href="#cite_note-:3-186">[186]</a></sup> As a result, discussion forums with active participation from the instructors may cause discomfort and prevent participation of students from such cultures.
</p>
<h2>Curation[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=24">edit</a>]</h2>
<p><i>Open Culture</i>, not affiliated with Stanford University, founded in 2006, by Dan Coleman, the Director and Associate Dean of Stanford University's Continuing Education Program, aggregates and curates free MOOCs, as well as free cultural &amp; educational media.<sup><a href="#cite_note-188">[188]</a></sup><sup><a href="#cite_note-189">[189]</a></sup><sup><a href="#cite_note-190">[190]</a></sup><sup><a href="#cite_note-191">[191]</a></sup><sup><a href="#cite_note-192">[192]</a></sup><sup><a href="#cite_note-193">[193]</a></sup><sup><a href="#cite_note-194">[194]</a></sup><sup><a href="#cite_note-195">[195]</a></sup> C. Berman, of the <a href="/wiki/University_of_Illinois_at_Urbana-Champaign">University of Illinois at Urbana-Champaign</a>, found the website difficult to navigate, with links "hidden" in articles, and the right side lists, clunky and long.<sup><a href="#cite_note-196">[196]</a></sup>
</p>
<h2>See also[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=25">edit</a>]</h2>
<ul><li><a href="/wiki/List_of_MOOC_providers">List of MOOC providers</a></li>
<li><a href="/wiki/Language_MOOC">Language MOOC</a></li>
<li><a href="/wiki/Outcome-based_education">Outcome-based education</a></li>
<li><a href="/wiki/OpenCourseWare">OpenCourseWare</a></li>
<li><a href="/wiki/Saylor_Foundation">Saylor Foundation</a></li>
<li><a href="/wiki/Small_private_online_course">Small private online course</a></li>
<li><a href="/wiki/Qualifications_framework#Qualifications_frameworks_for_online_learning">Qualifications frameworks for online learning</a></li>
<li><a href="/wiki/Open_educational_resources_in_Canada">Open educational resources in Canada</a></li></ul>
<h2>References[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=26">edit</a>]</h2>
<h3>Citations[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=27">edit</a>]</h3>
<div><ol>
<li><b><a href="#cite_ref-1">^</a></b> <cite>Kaplan, Andreas M.; Haenlein, Michael (2016). "Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster". <i>Business Horizons</i>. <b>59</b> (4): 441–50. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.1016%2Fj.bushor.2016.03.008">10.1016/j.bushor.2016.03.008</a>.</cite>
</li>
<li>^ <a href="#cite_ref-CFP_2-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-CFP_2-1"><sup><i><b>b</b></i></sup></a> <cite>Masson, M (December 2014). <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4264800">"Benefits of TED Talks"</a>. <i>Canadian Family Physician</i>. <b>60</b> (12): 1080. <a href="/wiki/PMC_(identifier)">PMC</a> <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4264800">4264800</a>. <a href="/wiki/PMID_(identifier)">PMID</a> <a href="https://pubmed.ncbi.nlm.nih.gov/25500595">25500595</a>.</cite>
</li>
<li><b><a href="#cite_ref-3">^</a></b> Siemens, G. (2013). Massive open online courses: Innovation in education. In McGreal, R., Kinuthia W., &amp; Marshall S. (Eds), Open educational resources: Innovation, research and practice (pp. 5–16). Vancouver: Commonwealth of Learning and Athabasca University.
</li>
<li>^ <a href="#cite_ref-pappano_4-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-pappano_4-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-pappano_4-2"><sup><i><b>c</b></i></sup></a> <a href="#cite_ref-pappano_4-3"><sup><i><b>d</b></i></sup></a> <cite>Pappano, Laura (2 November 2012). <a href="https://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html">"The Year of the MOOC"</a>. <i><a href="/wiki/The_New_York_Times">The New York Times</a></i>. Retrieved 18 April 2014.</cite>
</li>
<li><b><a href="#cite_ref-NYTimes030613_5-0">^</a></b> <cite>Lewin, Tamar (20 February 2013). <a href="https://www.nytimes.com/2013/02/21/education/universities-abroad-join-mooc-course-projects.html">"Universities Abroad Join Partnerships on the Web"</a>. <i><a href="/wiki/The_New_York_Times">The New York Times</a></i>. Retrieved 6 March 2013.</cite>
</li>
<li><b><a href="#cite_ref-6">^</a></b> <cite>Leontyev, Alexey; Baranov, Dmitry (12 November 2013). "Massive Open Online Courses in Chemistry: A Comparative Overview of Platforms and Features". <i>Journal of Chemical Education</i>. <b>90</b> (11): 1533–1539. <a href="/wiki/Bibcode_(identifier)">Bibcode</a>:<a href="https://ui.adsabs.harvard.edu/abs/2013JChEd..90.1533L">2013JChEd..90.1533L</a>. <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.1021%2Fed400283x">10.1021/ed400283x</a>. <a href="/wiki/ISSN_(identifier)">ISSN</a> <a href="https://www.worldcat.org/issn/0021-9584">0021-9584</a>.</cite>
</li>
<li>^ <a href="#cite_ref-MOOC_Misnomer_7-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-MOOC_Misnomer_7-1"><sup><i><b>b</b></i></sup></a> Wiley, David. "<a href="http://opencontent.org/blog/archives/2436">The MOOC Misnomer</a>". July 2012
</li>
<li><b><a href="#cite_ref-8">^</a></b> <cite>Cheverie, Joan. <a href="https://er.educause.edu/blogs/2013/4/moocs-and-intellectual-property-ownership-and-use-rights">"MOOCs and Intellectual Property: Ownership and Use Rights"</a>. Retrieved 18 April 2013.</cite>
</li>
<li><b><a href="#cite_ref-RemixInfoWeek_9-0">^</a></b> <cite>David F. Carr (20 August 2013). <a href="http://www.informationweek.com/education/online-learning/udacity-hedges-on-open-licensing-for-moo/240160183">"Udacity hedges on open licensing for MOOCs"</a>. <i>Information Week</i>. Retrieved 21 August 2013.</cite>
</li>
<li>^ <a href="#cite_ref-in_AIS_Electronic_Library_AISeL_10-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-in_AIS_Electronic_Library_AISeL_10-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-in_AIS_Electronic_Library_AISeL_10-2"><sup><i><b>c</b></i></sup></a> <a href="#cite_ref-in_AIS_Electronic_Library_AISeL_10-3"><sup><i><b>d</b></i></sup></a> <a href="#cite_ref-in_AIS_Electronic_Library_AISeL_10-4"><sup><i><b>e</b></i></sup></a> P. Adamopoulos, "What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses", <i>ICIS 2013 Proceedings</i> (2013) pp. 1–21 <a href="http://aisel.aisnet.org/icis2013/proceedings/BreakthroughIdeas/13/">in AIS Electronic Library (AISeL)</a>.
</li>
<li><b><a href="#cite_ref-11">^</a></b> <cite>Saettler, L. Paul (1968). <a href="https://books.google.com/books?id=AN47AAAAIAAJ"><i>A History of Instructional Technology</i></a>. New York: McGraw Hill. <a href="/wiki/ISBN_(identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0070544109"><bdi>978-0070544109</bdi></a>.</cite>
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<li><b><a href="#cite_ref-12">^</a></b> <cite>Tajnai, Carolyn (May 1985). <a href="http://forum.stanford.edu/carolyn/terman">"Fred Terman, the Father of Silicon Valley"</a>. Stanford University. Retrieved 13 December 2020.</cite>
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<li>^ <a href="#cite_ref-blogs.cetis.org.uk_13-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-blogs.cetis.org.uk_13-1"><sup><i><b>b</b></i></sup></a> <cite><a href="http://blogs.cetis.org.uk/cetisli/2015/05/11/moocs-and-open-education-timeline-updated/">"MOOCs and Open Education Timeline (updated!) | Li Yuan"</a>.</cite>
</li>
<li><b><a href="#cite_ref-14">^</a></b> <cite><a href="https://www.nytimes.com/2010/04/18/education/edlife/18opentop10-t.html">"What They're Watching"</a>. <i>The New York Times</i>. 16 April 2010. Retrieved 3 July 2018.</cite>
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<li><b><a href="#cite_ref-15">^</a></b> <cite>Guttenplan, D. d (1 November 2010). <a href="https://www.nytimes.com/2010/11/01/world/europe/01iht-educLede01.html">"For Exposure, Universities Put Courses on the Web"</a>. <i>The New York Times</i>. Retrieved 10 May 2019.</cite>
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<li><b><a href="#cite_ref-16">^</a></b> <cite><a href="https://www.insidehighered.com/views/2007/12/06/does-class-size-matter">"Does Class Size Matter?"</a>. <i>www.insidehighered.com</i>. Inside Higher Ed. 6 December 2007.</cite>
</li>
<li><b><a href="#cite_ref-17">^</a></b> <cite><a href="http://delphiweb.louisville.edu/theteachingpractice/?p=168">"What is a MOOC? Why Should You Care? | the Teaching Practice"</a>.</cite>
</li>
<li><b><a href="#cite_ref-18">^</a></b> <cite>Leinonen, Teemu; Vadén, Tere; Suoranta, Juha (7 February 2009). "Learning in and with an open wiki project: Wikiversity's potential in global capacity building". <i>First Monday</i>. <b>14</b> (2). <a href="/wiki/Doi_(identifier)">doi</a>:<a href="https://doi.org/10.5210%2Ffm.v14i2.2252">10.5210/fm.v14i2.2252</a>.</cite>
</li>
<li>^ <a href="#cite_ref-THE_19-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-THE_19-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-THE_19-2"><sup><i><b>c</b></i></sup></a> <cite>Parr, Chris (17 October 2013). <a href="https://www.timeshighereducation.co.uk/news/mooc-creators-criticise-courses-lack-of-creativity/2008180.article">"Mooc creators criticise courses' lack of creativity"</a>. <i>Times Higher Education</i>. Retrieved 1 June 2015.</cite>
</li>
<li>^ <a href="#cite_ref-downes_20-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-downes_20-1"><sup><i><b>b</b></i></sup></a> <cite>Downes, Stephen (2008). <a href="https://sites.google.com/site/themoocguide/3-cck08---the-distributed-course">"CCK08 – The Distributed Course"</a>. <i>The MOOC Guide</i>. Retrieved 11 September 2013.</cite>
</li>
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<li><b><a href="#cite_ref-189">^</a></b> <cite><a href="https://www.librarypoint.org/blogs/post/open-culture-resource/">"OpenCulture.com"</a>. <i>Central Rappahannock Regional Library</i>. Retrieved 11 August 2022.</cite>
</li>
<li><b><a href="#cite_ref-190">^</a></b> <cite>Fenerty, Becky. <a href="https://ala-choice.libguides.com/c.php?g=457220&amp;p=3376408">"LibGuides: Teaching and Learning with Online Educational Videos: A Subject List of Web Resources for Educators (August 2013): Video MOOCs"</a>. <i>ala-choice</i>. <a href="/wiki/American_Library_Association">American Library Association</a>. Retrieved 11 August 2022.</cite>
</li>
<li><b><a href="#cite_ref-191">^</a></b> <cite>Nikas, Joanna (16 April 2010). <a href="https://www.nytimes.com/2010/04/18/education/edlife/18openbox-t.html">"How to Learn Something for Nothing"</a>. <i>The New York Times</i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-192">^</a></b> <cite>Myers, Courtney Boyd (22 April 2011). <a href="https://thenextweb.com/news/how-the-internet-is-revolutionizing-education-2">"How the Internet is Revolutionizing Education"</a>. <i><a href="/wiki/The_Next_Web">The Next Web</a></i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-193">^</a></b> <cite>Elias, Esther (11 June 2012). <a href="https://www.thehindu.com/sci-tech/technology/internet/curating-a-digital-world/article3515746.ece">"Curating a digital world"</a>. <i>The Hindu</i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-194">^</a></b> <cite>Frey, Thomas (20 May 2011). <a href="https://futuristspeaker.com/business-trends/education-as-an-app/">"Education as an App"</a>. <i>Futurist Speaker</i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-195">^</a></b> <cite><a href="https://www.itu.int/net4/ITU-D/CDS/sis/Youth/Resources/cat_results.asp?ResourceID=103">"Resource: Open Culture"</a>. <i>itu.int</i>. Retrieved 11 August 2022.</cite>
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<li><b><a href="#cite_ref-196">^</a></b> <cite>Berman, C. <a href="https://publish.illinois.edu/commonsknowledge/2017/05/31/spotlight-open-culture/">"Spotlight: Open Culture"</a>. <i>Commons Knowledge</i>. Scholarly Commons, University of Illinois Library, <a href="/wiki/University_of_Illinois_at_Urbana-Champaign">University of Illinois at Urbana-Champaign</a>. Retrieved 11 August 2022.</cite>
</li>
</ol></div>
<h3>Sources[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=28">edit</a>]</h3>
<div>
<ul><li><a href="/wiki/File:Definition_of_Free_Cultural_Works_logo_notext.svg"></a> This article incorporates text from a <a href="/wiki/Free_content">free content</a> work. Licensed under CC-BY-SA IGO 3.0 (<a href="http://www.unesco.org/ulis/cgi-bin/ulis.pl?catno=245122&amp;set=0058D2750B_1_34&amp;gp=1&amp;lin=1&amp;ll=1">license statement/permission</a>). Text taken from <a href="http://unesdoc.unesco.org/images/0024/002451/245122E.pdf"><i>Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries​</i></a>, 17–18, 21–22, 24, Patru, Mariana; Balaji, Venkataraman, UNESCO. UNESCO. To learn how to add <a href="/wiki/Free_license">open license</a> text to Wikipedia articles, please see <a href="/wiki/Help:Adding_open_license_text_to_Wikipedia">this how-to page</a>. For information on <a href="/wiki/Wikipedia:Reusing_Wikipedia_content">reusing text from Wikipedia</a>, please see <a href="https://meta.wikimedia.org/wiki/Special:MyLanguage/Terms_of_use">the terms of use</a>.</li></ul>
</div>
<h2>Further reading[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=29">edit</a>]</h2>
<ul><li><cite>Walsh, Taylor (2011). <i>Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses</i>. Princeton University Press. <a href="/wiki/ISBN_(identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0691148748"><bdi>978-0691148748</bdi></a>.</cite></li></ul>
<h2>External links[<a href="/w/index.php?title=Massive_open_online_course&amp;action=edit&amp;section=30">edit</a>]</h2>
<ul><li><a href="https://openlearning.unesco.org/">UNESCO Open Learning</a>, open online course platform by <a href="/wiki/UNESCO">UNESCO</a></li></ul>
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 Contents

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 * (Top)
 * 1 History
 Toggle History subsection
 + 1.1 Precursors
 + 1.2 Early approaches
 + 1.3 cMOOCs and xMOOCs
 * 2 Emergence of MOOC providers
 Toggle Emergence of MOOC providers subsection
 + 2.1 Notable providers
 + 2.2 Emergence of innovative courses
 * 3 Student experience and pedagogy
 Toggle Student experience and pedagogy subsection
 + 3.1 Students served
 + 3.2 Educator experience
 + 3.3 Completion rates
 + 3.4 Instructional design
 * 4 Information architecture
 * 5 Industry
 Toggle Industry subsection
 + 5.1 Fee opportunities
 * 6 Benefits
 Toggle Benefits subsection
 + 6.1 Improving access to higher education
 + 6.2 Providing an affordable alternative to formal education
 + 6.3 Sustainable development goals
 + 6.4 Offers a flexible learning schedule
 + 6.5 Online collaboration
 * 7 Challenges and criticisms
 Toggle Challenges and criticisms subsection
 + 7.1 The experience of English language learners (ELLs) in MOOCs
 * 8 Curation
 * 9 See also
 * 10 References
 Toggle References subsection
 + 10.1 Citations
 + 10.2 Sources
 * 11 Further reading
 * 12 External links
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 Massive open online course

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 From Wikipedia, the free encyclopedia
 For a list of the main MOOC providers, see List of MOOC providers.

 Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "massive open online course"

 A massive open online course (MOOC / m uː k /) or an open online course is an online course aimed at unlimited participation and open access via the Web.[1] In addition to traditional course materials, such as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and teaching assistants (TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in distance education,[2] first introduced in 2008,[3] that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC".[4][5][6]

 Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs (xMOOCs: extended MOOCs) use closed licenses for their course materials while maintaining free access for students.[7][8][9][10]

 History [ edit ]

 What is a MOOC?, December 2010

 Precursors [ edit ]

 Main article: Distance learning

 Before the Digital Age, distance learning appeared in the form of correspondence courses in the 1890s–1920s and later radio and television broadcast of courses and early forms of e-learning. Typically fewer than five percent of the students would complete a course.[11] For example the Stanford Honors Cooperative Program, established in 1954, eventually offered video classes on-site at companies, at night, leading to a fully accredited Master's degree. This program was controversial because the companies paid double the normal tuition paid by full-time students.[12] The 2000s saw changes in online, or e-learning and distance education, with increasing online presence, open learning opportunities, and the development of MOOCs.[13] By 2010 audiences for the most popular college courses such as "Justice" with Michael J. Sandel and "Human Anatomy" with Marian Diamond were reaching millions.[14]

 Early approaches [ edit ]

 George Siemens interview

 The first MOOCs emerged from the open educational resources (OER) movement, which was sparked by MIT OpenCourseWare project.[15] The OER movement was motivated from work by researchers who pointed out that class size and learning outcomes had no established connection. Here, Daniel Barwick's work is the most often-cited example.[16][17]

 Within the OER movement, the Wikiversity was founded in 2006 and the first open course on the platform was organised in 2007. Ten-week course with more than 70 students was used to test the idea of making Wikiversity an open and free platform for education in the tradition of Scandinavian free adult education, Folk High School and the free school movement.[18] The term MOOC was coined in 2008 by Dave Cormier of the University of Prince Edward Island in response to a course called Connectivism and Connective Knowledge (also known as CCK08). CCK08, which was led by George Siemens of Athabasca University and Stephen Downes of the National Research Council, consisted of 25 tuition-paying students in Extended Education at the University of Manitoba, as well as over 2200 online students from the general public who paid nothing.[19] All course content was available through RSS feeds, and online students could participate through collaborative tools, including blog posts, threaded discussions in Moodle, and Second Life meetings.[20][21][22] Stephen Downes considers these so-called cMOOCs to be more "creative and dynamic" than the current xMOOCs, which he believes "resemble television shows or digital textbooks".[19]

 Other cMOOCs were then developed; for example, Jim Groom from The University of Mary Washington and Michael Branson Smith of York College, City University of New York hosted MOOCs through several universities starting with 2011's 'Digital Storytelling' (ds106) MOOC.[23] MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded existing distance learning offerings (e.g., podcasts) into free and open online courses.[24]

 Alongside the development of these open courses, other E-learning platforms emerged – such as Khan Academy, Peer-to-Peer University (P2PU), Udemy, and Alison – which are viewed as similar to MOOCs and work outside the university system or emphasize individual self-paced lessons.[25][26][27][28][29]

 cMOOCs and xMOOCs [ edit ]

 MOOCs and open-education timeline (updated 2015 version)[13][30]

 As MOOCs developed with time, multiple conceptions of the platform seem to have emerged. Mostly two different types can be differentiated: those that emphasize a connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, several early adopters of the platform proposed the terms "cMOOC" and "xMOOC".[31][32]

 cMOOCs are based on principles from connectivist pedagogy indicating that material should be aggregated (rather than pre-selected), remixable, re-purposable, and feeding forward (i.e. evolving materials should be targeted at future learning).[33][34][35][36] cMOOC instructional design approaches attempt to connect learners to each other to answer questions or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC.[37] Andrew Ravenscroft of the London Metropolitan University claimed that connectivist MOOCs better support collaborative dialogue and knowledge building.[38][39]

 xMOOCs have a much more traditional course structure. They are characterized by a specified aim of completing the course obtaining certain knowledge certification of the subject matter. They are presented typically with a clearly specified syllabus of recorded lectures and self-test problems. However, some providers require paid subscriptions for acquiring graded materials and certificates. They employ elements of the original MOOC, but are, in some effect, branded IT platforms that offer content distribution partnerships to institutions.[32] The instructor is the expert provider of knowledge, and student interactions are usually limited to asking for assistance and advising each other on difficult points.

 Emergence of MOOC providers [ edit ]

 According to The New York Times, 2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including Coursera, Udacity, and edX.[4]

 Dennis Yang, President of MOOC provider Udemy, suggested in 2013 that MOOCs were in the midst of a hype cycle, with expectations undergoing a wild swing.[40]

 During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings.[41] Dennis Yang, President of MOOC provider Udemy, later made the point in an article for The Huffington Post.[42]

 Many universities scrambled to join in the "next big thing", as did more established online education service providers such as Blackboard Inc, in what has been called a "stampede". Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with the large American MOOC providers.[43][4] By early 2013, questions emerged about whether academia was "MOOC'd out".[40][44] This trend was later confirmed in continuing analysis.[45]

 The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and venture capitalists. The Chronicle of Higher Education lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera.[46]

 The larger non-profit organizations include the Bill & Melinda Gates Foundation, the MacArthur Foundation, the National Science Foundation, and the American Council on Education. University pioneers include Stanford, Harvard, MIT, the University of Pennsylvania, Caltech, the University of Texas at Austin, the University of California at Berkeley, and San Jose State University.[46] Related companies investing in MOOCs include Google and educational publisher Pearson PLC. Venture capitalists include Kleiner Perkins Caufield & Byers, New Enterprise Associates and Andreessen Horowitz.[46]

 In the fall of 2011, Stanford University launched three courses.[47] The first of those courses was Introduction Into AI, launched by Sebastian Thrun and Peter Norvig. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by Andrew Ng and Jennifer Widom. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and Daphne Koller and Andrew Ng launched Coursera.[48]

 In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with San Jose State University. In May 2013, the company announced the first entirely MOOC-based master's degree, a collaboration between Udacity, AT&T and the Georgia Institute of Technology, costing $7,000, a fraction of its normal tuition.[49]

 Concerned about the commercialization of online education, in 2012 MIT created the not-for-profit MITx.[50] The inaugural course, 6.002x, launched in March 2012. Harvard joined the group, renamed edX, that spring, and University of California, Berkeley joined in the summer. The initiative then added the University of Texas System, Wellesley College and Georgetown University.

 In September 2013, edX announced a partnership with Google to develop MOOC.org, a site for non-xConsortium groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure.[51] The Chinese Tsinghua University MOOC platform XuetangX.com (launched Oct. 2013) uses the Open edX platform.[52]

 Before 2013, each MOOC tended to develop its own delivery platform. EdX in April 2013 joined with Stanford University, which previously had its own platform called Class2Go, to work on XBlock SDK, a joint open-source platform. It is available to the public under the Affero GPL open source license, which requires that all improvements to the platform be publicly posted and made available under the same license.[53] Stanford Vice Provost John Mitchell said that the goal was to provide the "Linux of online learning".[54] This is unlike companies such as Coursera that have developed their own platform.[55][ unreliable source? ]

 By November 2013, edX offered 94 courses from 29 institutions around the world. During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics.[56] Udacity offered 26 courses. The number of courses offered has since increased dramatically: As of January 2016, edx offers 820 courses, Coursera offers 1580 courses and Udacity offers more than 120 courses. According to FutureLearn, the British Council's Understanding IELTS: Techniques for English Language Tests has an enrollment of over 440,000 students.[57]

 Notable providers [ edit ]

 Main article: List of MOOC providers

 Emergence of innovative courses [ edit ]

 Early cMOOCs such as CCK08 and ds106 used innovative pedagogy (Connectivism), with distributed learning materials rather than a video-lecture format, and a focus on education and learning, and digital storytelling respectively[19][20][21][22][23]

 Following the 2011 launch of three Stanford xMOOCs, including Introduction Into AI, launched by Sebastian Thrun and Peter Norvig[47] a number of other innovative courses have emerged. As of May 2014, more than 900 MOOCs are offered by US universities and colleges. As of February 2013, dozens of universities had affiliated with MOOCs, including many international institutions.[43][58] In addition, some organisations operate their own MOOCs – including Google's Power Search.

 A range of courses have emerged; "There was a real question of whether this would work for humanities and social science", said Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and science courses[59] even though the corresponding completion rates are lower.[10]

 In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist.[60] The course has been offered recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki.[60][61] At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there have been over 8000 participants in their MOOCs altogether.[62]

 On 18 June 2012, Ali Lemus from Galileo University[63] launched the first Latin American MOOC titled "Desarrollando Aplicaciones para iPhone y iPad"[64] This MOOC is a Spanish remix of Stanford University's popular "CS 193P iPhone Application Development" and had 5,380 students enrolled. The technology used to host the MOOC was the Galileo Educational System platform (GES) which is based on the .LRN project.[65]

 "Gender Through Comic Books" was a course taught by Ball State University's Christina Blanch on Instructure's Canvas Network, a MOOC platform launched in November 2012.[66] The course used examples from comic books to teach academic concepts about gender and perceptions.[67]

 In November 2012, the University of Miami launched its first high school MOOC as part of Global Academy, its online high school. The course became available for high school students preparing for the SAT Subject Test in biology.[68]

 During the Spring 2013 semester, Cathy Davidson and Dan Ariely taught the "Surprise Endings: Social Science and Literature" a SPOC course taught in-person at Duke University and also as a MOOC, with students from Duke running the online discussions.[4]

 In the UK of summer 2013, Physiopedia ran their first MOOC regarding Professional Ethics in collaboration with University of the Western Cape in South Africa.[69] This was followed by a second course in 2014, Physiotherapy Management of Spinal Cord Injuries, which was accredited by the World Confederation of Physical Therapy and attracted approximately 4000 participants with a 40% completion rate.[70][71] Physiopedia is the first provider of physiotherapy/physical therapy MOOCs, accessible to participants worldwide.[72]

 In March 2013, Coursolve piloted a crowdsourced business strategy course for 100 organizations with the University of Virginia.[73] A data science MOOC began in May 2013.[74]

 In May 2013, Coursera announced free e-books for some courses in partnership with Chegg, an online textbook-rental company. Students would use Chegg's e-reader, which limits copying and printing and could use the book only while enrolled in the class.[75]

 In June 2013, the University of North Carolina at Chapel Hill launched Skynet University,[76] which offers MOOCs on introductory astronomy. Participants gain access to the university's global network of robotic telescopes, including those in the Chilean Andes and Australia.

 In July 2013 the University of Tasmania launched Understanding Dementia. The course had a completion rate of (39%),[77] the course was recognized in the journal Nature.[78]

 Startup Veduca[79] launched the first MOOCs in Brazil, in partnership with the University of São Paulo in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury.[80] In the first two weeks following the launch at Polytechnic School of the University of São Paulo, more than 10,000 students enrolled.[81][82]

 Startup Wedubox (finalist at MassChallenge 2013)[83] launched the first MOOC in finance and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in Dec 2013 only 2 months after the launch.[ citation needed ]

 In January 2014, Georgia Institute of Technology partnered with Udacity and AT&T to launch their Online Master of Science in Computer Science (OMSCS). Priced at $7,000, OMSCS was the first MOOD (massive online open degree) (Master's degree) in computer science.[84][85][86]

 In September 2014, the high street retailer, Marks & Spencer partnered up with University of Leeds to construct an MOOC business course "which will use case studies from the Company Archive alongside research from the University to show how innovation and people are key to business success. The course will be offered by the UK based MOOC platform, FutureLearn.[87]

 On 16 March 2015, the University of Cape Town launched its first MOOC, Medicine and the Arts on the UK-led platform, Futurelearn.[88]

 In July 2015, OpenClassrooms, jointly with IESA Multimedia, launched the first MOOC-based bachelor's degree in multimedia project management recognized by a French state.[89]

 In January 2018, Brown University opened its first "game-ified" course on EdX. Titled Fantastic Places, Unhuman Humans: Exploring Humanity Through Literature by Professor James Egan. It featured a storyline and plot to help Leila, a lost humanoid wandering different worlds, in which a learner had to play mini games to advance through the course.[90]

 The Pacific Open Learning Health Net, set up by the WHO in 2003, developed an online learning platform in 2004–05 for continuing development of health professionals. Courses were originally delivered by Moodle, but were looking more like other MOOCs by 2012.[91]

 Student experience and pedagogy [ edit ]

 Students served [ edit ]

 By June 2012, more than 1.5 million people had registered for classes through Coursera, Udacity or edX.[92][93] As of 2013, the range of students registered appears to be broad, diverse and non-traditional, but concentrated among English-speakers in rich countries. By March 2013, Coursera alone had registered about 2.8 million learners.[56] By October 2013, Coursera enrollment continued to surge, surpassing 5 million, while edX had independently reached 1.3 million.[59]

 Coursera enrollees
 Country Percentage
 United States 27.7% 
 India 8.8% 
 Brazil 5.1% 
 United Kingdom 4.4% 
 Spain 4.0% 
 Canada 3.6% 
 Australia 2.3% 
 Russia 2.2% 
 Rest of world 41.9% 
 

 A course billed as "Asia's first MOOC" given by the Hong Kong University of Science and Technology through Coursera starting in April 2013 registered 17,000 students. About 60% were from "rich countries" with many of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been discouraged by Chinese government policies.[94]

 Koller stated in May 2013 that a majority of the people taking Coursera courses had already earned college degrees.[95]

 According to a Stanford University study of a more general group of students "active learners" – anybody who participated beyond just registering – found that 64% of high school active learners were male and 88% were male for undergraduate- and graduate-level courses.[96]

 A study from Stanford University's Learning Analytics group identified four types of students: auditors, who watched video throughout the course, but took few quizzes or exams; completers, who viewed most lectures and took part in most assessments; disengaged learners, who quickly dropped the course; and sampling learners, who might only occasionally watch lectures.[96] They identified the following percentages in each group:[97]

 Course Auditing Completing Disengaging Sampling
 High school 6% 27% 29% 39% 
 Undergraduate 6% 8% 12% 74% 
 Graduate 9% 5% 6% 80% 
 

 Jonathan Haber focused on questions of what students are learning and student demographics. About half the students taking US courses are from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. Video lectures followed by multiple choice questions can be challenging since they are often the "right questions". Smaller discussion boards paradoxically offer the best conversations. Larger discussions can be "really, really thoughtful and really, really misguided", with long discussions becoming rehashes or "the same old stale left/right debate".[98]

 MIT and Stanford University offered initial MOOCs in Computer Science and Electrical Engineering. Since engineering courses need prerequisites so at the outset upper-level engineering courses were nearly absent from the MOOC list. By 2015, several universities were presenting undergraduate and advanced-level engineering courses.[99][100][101]

 Educator experience [ edit ]

 In 2013, the Chronicle of Higher Education surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation", though some instructors' pre-class preparation was "a few dozen hours". The professors then spent 8–10 hours per week on the course, including participation in discussion forums.[102]

 The medians were: 33,000 students enrollees; 2,600 passing; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos, 75% used open educational resources and 27% used other resources. 9% of the classes required a physical textbook and 5% required an e-book.[102][103]

 Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Georgia Tech professor Karen Head reports that 19 people work on their MOOCs and that more are needed.[104] The platforms have availability requirements similar to media/content sharing websites, due to the large number of enrollees. MOOCs typically use cloud computing and are often created with authoring systems. Authoring tools for the creation of MOOCs are specialized packages of educational software like Elicitus, IMC Content Studio and Lectora that are easy-to-use and support e-learning standards like SCORM and AICC.

 Completion rates [ edit ]

 Despite their potential to support learning and education, MOOCs have a major concern related to attrition rates and course drop out. Even though the number of learners who enroll in the courses tends to be in the thousands range, only a very small portion of the enrolled learners complete the course. According to the visualizations and analysis conducted by Katy Jordan (2015),[105] the investigated MOOCs have a typical enrollment of 25,000, even though enrollment has reached a value up to ~230,000. Jordan reports that the average completion rate for such MOOCs is approximately 15%. Early data from Coursera suggest a completion rate of 7–9%.[106] Coffrin et al. (2012)[107] report the completion rates are even lower (between 3 and 5%), while they say there is a consistent and noticeable decline in the number of students who participate in the course every week. Others[106][108][109][110][111] have also shown attrition rates similar to Coffrin. One example is the course Bioelectricity, in the Fall of 2012 at Duke University, where 12,725 students enrolled, but only 7,761 ever watched a video, 3,658 attempted a quiz, 345 attempted the final exam, and 313 passed, earning a certificate.[112][113] Students paying $50 for a feature (designed to prevent cheating on exams) have completion rates of about 70%.[114] Yang et al. (2013)[115] suggest that even though there is a large proportion of students who drop out early on due to a variety of reasons, there is a significant proportion of the students who remain in the course and drop out later, thus causing attrition to happen over time.

 Before analyzing some factors which is related to attrition rates and course drop out, one important thing one should keep in mind is that average completion rate for MOOCs is not a good indicator. Completion rate does not reflect the overall view of every student because different students have diverse purposes.[116] For example, Khe Foon Hew (2016)[116] indicates that some students take part in the MOOCs just for interest or finding extrinsic value of course. They drop the course if the course does not satisfy their purpose. However, completion rate is objective enough to reflect engagement of students.

 Much research has investigated why students drop out of MOOC courses or what factors could contribute to them dropping out. For example, Carolyn Rosé et al. (2014)[117] investigate how three social factors make predictions on student attrition, for students who participated in the course discussion forum. The authors found that students who serve as authorities in the community seem to be more committed to the community and thus less inclined to drop out the course. In addition, students who actively participated in the course since the first week were 35% less likely to drop out of the course, compared with the average population. Lastly, the analysis of the patterns of attrition in a sub community showed that attrition was related to the engagement of the particular students with one another. One interpretation of this finding according to Rosé et al. (2014)[117] is that while participating in MOOCs, students create virtual cohorts who progress and engage with the material in similar ways. Thus, if students start dropping out, then that might cause other students to drop out as they might perceive the environment as less supportive or engaging without their peers.

 Other studies focus on exploring how motivation and self-regulated learning could be related to MOOC dropout and attrition. Carson (2002)[118] investigated characteristics of self-directed learning in students of grades 8–12 who took online courses through a statewide online program. Two of the hypothesis that the study explored were whether there exist underlying distinct classes (categories) of self-regulated learners and if the membership in these classes was associated with measures such significantly different online course completion, online final grade, or GPA. The results show that there exist different latent classes of self-regulated learning within the population of online students, designated as high, moderate, and low self-directed learning. In addition, the results support the hypothesis that there is an association between the self-directed learning class the student belongs to with the significantly different course completion rate or course achievement (course achievement was measured by the completion of the online courses, the final online course grade and the cumulative GPA). In other words, course completion and self-directed learning in students were found to be significantly related.

 One online survey published a "top ten" list of reasons for dropping out of a MOOC.[119] The list involved reasons such as the course required too much time, or was too difficult or too basic. Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack of a proper introduction to course technology and format, clunky technology and abuse on discussion boards. Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material.[10] Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential. Other reasons for the poor completion rates include the workload, length and difficulty of a course.[10] In addition, some participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times.[120]

 Besides those factors cause the low completion rate in MOOCs, the inequality on receiving knowledge affected by different characters of individuals also has a huge influence on the consequence of completion rate. Actually, MOOC is not as fair as we expected. Russian researchers Semenova, T.V. and Rudakova, L.M (2016), indicate that MOOC is designed to decrease the unequal access to getting knowledge, but that does not mean every individual can enjoy the same equality in course completion rate. From their research, there are three main factors that cause inequality, which are degree of education, experience of MOOCs and gender. The survey shows that 18% of high-education students complete the course while only 3% low-education students complete. To be more visualized, 84–88% of students who have completed the course are high-educational. What's more, among students who have completed the course, 65–80% of students have at least one experience of using online learning platform comparing to 6–31% of students who have no experience. Gender also influences the completion rate. In general, 6–7% more men than women complete the course because women are supposed to do household in many countries, which distracts women's attention in learning.[121]

 The effectiveness of MOOCs is an open question as completion rates are substantially less than traditional online education courses.[122][123] Alraimi et al. (2015) explained in their research model a substantial percentage of the variance for the intention to continue using MOOCs, which is significantly influenced by perceived reputation, perceived openness, perceived usefulness, and perceived user satisfaction. Perceived reputation and perceived openness were the strongest predictors and have not previously been examined in the context of MOOCs

 However, research indicates that completion rates is not the right metric to measure success of MOOCs. Alternate metrics are proposed to measure effectiveness of MOOCs and online learning.[123]

 Instructional design [ edit ]

 External video  
  
 10 Steps to Developing an Online Course: Walter Sinnott-Armstrong on YouTube, Duke University[124] 
 Designing, developing and running (Massive) Online Courses by George Siemens, Athabasca University[125]
 

 Many MOOCs use video lectures, employing the old form of teaching (lecturing) using a new technology.[122][126] Thrun testified before the President’s Council of Advisors on Science and Technology (PCAST) that MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself".[127]

 Some view the videos and other material produced by the MOOC as the next form of the textbook. "MOOC is the new textbook", according to David Finegold of Rutgers University.[128] A study of edX student habits found that certificate-earning students generally stop watching videos longer than 6 to 9 minutes. They viewed the first 4.4 minutes (median) of 12- to 15-minute videos.[129] Some traditional schools blend online and offline learning, sometimes called flipped classrooms. Students watch lectures online at home and work on projects and interact with faculty while in class. Such hybrids can even improve student performance in traditional in-person classes. One fall 2012 test by San Jose State and edX found that incorporating content from an online course into a for-credit campus-based course increased pass rates to 91% from as low as 55% without the online component. "We do not recommend selecting an online-only experience over a blended learning experience", says Coursera's Andrew Ng.[59]

 Because of massive enrollments, MOOCs require instructional design that facilitates large-scale feedback and interaction. The two basic approaches are:

 * Peer-review and group collaboration
 * Automated feedback through objective, online assessments, e.g. quizzes and exams[130] Machine grading of written assignments is also underway.[131]

 So-called connectivist MOOCs rely on the former approach; broadcast MOOCs rely more on the latter.[132] This marks a key distinction between cMOOCs where the 'C' stands for 'connectivist', and xMOOCs where the x stands for extended (as in TEDx, edX) and represents that the MOOC is designed to be in addition to something else (university courses for example).[133]

 Assessment can be the most difficult activity to conduct online, and online assessments can be quite different from the brick-and-mortar version.[130] Special attention has been devoted to proctoring and cheating.[134]

 Peer review is often based upon sample answers or rubrics, which guide the grader on how many points to award different answers. These rubrics cannot be as complex for peer grading as for teaching assistants. Students are expected to learn via grading others[135] and become more engaged with the course.[10] Exams may be proctored at regional testing centers. Other methods, including "eavesdropping technologies worthy of the C.I.A.", allow testing at home or office, by using webcams, or monitoring mouse clicks and typing styles.[134] Special techniques such as adaptive testing may be used, where the test tailors itself given the student's previous answers, giving harder or easier questions accordingly.

 "The most important thing that helps students succeed in an online course is interpersonal interaction and support", says Shanna Smith Jaggars, assistant director of Columbia University's Community College Research Center. Her research compared online-only and face-to-face learning in studies of community-college students and faculty in Virginia and Washington state. Among her findings: In Virginia, 32% of students failed or withdrew from for-credit online courses, compared with 19% for equivalent in-person courses.[59]

 Assigning mentors to students is another interaction-enhancing technique.[59] In 2013 Harvard offered a popular class, The Ancient Greek Hero, instructed by Gregory Nagy and taken by thousands of Harvard students over prior decades. It appealed to alumni to volunteer as online mentors and discussion group managers. About 10 former teaching fellows also volunteered. The task of the volunteers, which required 3–5 hours per week, was to focus on online class discussion. The edX course registered 27,000 students.[136]

 Research by Kop and Fournier[137] highlighted as major challenges the lack of social presence and the high level of autonomy required. Techniques for maintaining connection with students include adding audio comments on assignments instead of writing them, participating with students in the discussion forums, asking brief questions in the middle of the lecture, updating weekly videos about the course and sending congratulatory emails on prior accomplishments to students who are slightly behind.[59] Grading by peer review has had mixed results. In one example, three fellow students grade one assignment for each assignment that they submit. The grading key or rubric tends to focus the grading, but discourages more creative writing.[98]

 A. J. Jacobs in an op-ed in The New York Times graded his experience in 11 MOOC classes overall as a "B".[138] He rated his professors as '"B+", despite "a couple of clunkers", even comparing them to pop stars and "A-list celebrity professors". Nevertheless, he rated teacher-to-student interaction as a "D" since he had almost no contact with the professors. The highest-rated ("A") aspect of Jacobs' experience was the ability to watch videos at any time. Student-to-student interaction and assignments both received "B−". Study groups that did not meet, trolls on message boards and the relative slowness of online vs. personal conversations lowered that rating. Assignments included multiple-choice quizzes and exams as well as essays and projects. He found the multiple-choice tests stressful and peer-graded essays painful. He completed only 2 of the 11 classes.[138][139]

 Information architecture [ edit ]

 When searching for the desired course, the courses are usually organized by "most popular" or a "topical scheme". Courses planned for synchronous learning are structured as an exact organizational scheme called a chronological scheme,[140] Courses planned for asynchronous learning are also presented as a chronological scheme, but the order the information is learned as a hybrid scheme. In this way it can be harder to understand the course content and complete, because they are not based on an existing mental model.[140]

 Industry [ edit ]

 MOOCs are widely seen as a major part of a larger disruptive innovation taking place in higher education.[141][142][143] In particular, the many services offered under traditional university business models are predicted to become unbundled and sold to students individually or in newly formed bundles.[144][145] These services include research, curriculum design, content generation (such as textbooks), teaching, assessment and certification (such as granting degrees) and student placement. MOOCs threaten existing business models by potentially selling teaching, assessment, or placement separately from the current package of services.[141][146][147]

 President Barack Obama has cited recent developments, including the online learning innovations at Carnegie Mellon University, Arizona State University and Georgia Institute of Technology, as having potential to reduce the rising costs of higher education.[148]

 James Mazoue, Director of Online Programs at Wayne State University describes one possible innovation:

 The next disruptor will likely mark a tipping point: an entirely free online curriculum leading to a degree from an accredited institution. With this new business model, students might still have to pay to certify their credentials, but not for the process leading to their acquisition. If free access to a degree-granting curriculum were to occur, the business model of higher education would dramatically and irreversibly change.[149]

 But how universities will benefit by "giving our product away free online" is unclear.[150]

 No one's got the model that's going to work yet. I expect all the current ventures to fail, because the expectations are too high. People think something will catch on like wildfire. But more likely, it's maybe a decade later that somebody figures out how to do it and make money.

 — James Grimmelmann, New York Law School professor[150]

 Principles of openness inform the creation, structure and operation of MOOCs. The extent to which practices of Open Design in educational technology[151] are applied vary.

 Attributes of major MOOC providers,[152] with update[153]
 Initiatives Nonprofit Free to access Certification fee Institutional credits
 edX No Partial Yes Partial 
 Coursera No Partial Yes Partial 
 Udacity No Partial Yes Partial 
 Udemy No Partial Yes Partial 
 P2PU Yes Yes No No 
 

 Fee opportunities [ edit ]

 In the freemium business model, the basic product – the course content – is given away free. "Charging for content would be a tragedy", said Andrew Ng. But "premium" services such as certification or placement would be charged a fee – however financial aids are given in some cases.[56]

 Course developers could charge licensing fees for educational institutions that use its materials. Introductory or "gateway" courses and some remedial courses may earn the most fees. Free introductory courses may attract new students to follow-on fee-charging classes. Blended courses supplement MOOC material with face-to-face instruction. Providers can charge employers for recruiting its students. Students may be able to pay to take a proctored exam to earn transfer credit at a degree-granting university, or for certificates of completion.[150] Udemy allows teachers to sell online courses, with the course creators keeping 70–85% of the proceeds and intellectual property rights.[154]

 Coursera found that students who paid $30 to $90 were substantially more likely to finish the course. The fee was ostensibly for the company's identity-verification program, which confirms that they took and passed a course.[59]

 Overview of potential revenue sources for three MOOC providers[155][156]
 edX Coursera Udacity 
  * Certification  
  * Secure assessments  
 * Certification * Employee recruitment * Certification 
 * College credits * Applicant screening * Employers paying to recruit talented students
 * Human tutoring or assignment marking * Human tutoring or assignment marking * Students' résumés and job match services 
 * Financial aid * Enterprises pay to run their own training courses * Sponsored high-tech skills courses 
 * Proctored examinations * Sponsorships  
  * Tuition fees  
  * Transcript services (not disclosed to students yet) 
 

 In February 2013, the American Council on Education (ACE) recommended that its members provide transfer credit from a few MOOC courses, though even the universities who deliver the courses had said that they would not.[157] The University of Wisconsin offered multiple, competency-based bachelor's and master's degrees starting Fall 2013, the first public university to do so on a system-wide basis. The university encouraged students to take online-courses such as MOOCs and complete assessment tests at the university to receive credit.[158] As of 2013 few students had applied for college credit for MOOC classes.[159] Colorado State University-Global Campus received no applications in the year after they offered the option.[158]

 Academic Partnerships is a company that helps public universities move their courses online. According to its chairman, Randy Best, "We started it, frankly, as a campaign to grow enrollment. But 72 to 84 percent of those who did the first course came back and paid to take the second course."[160]

 While Coursera takes a larger cut of any revenue generated – but requires no minimum payment – the not-for-profit edX has a minimum required payment from course providers, but takes a smaller cut of any revenues, tied to the amount of support required for each course.[161]

 Benefits [ edit ]

 Improving access to higher education [ edit ]

 MOOCs are regarded by many as an important tool to widen access to higher education (HE) for millions of people, including those in the developing world, and ultimately enhance their quality of life.[2] MOOCs may be regarded as contributing to the democratisation of HE, not only locally or regionally but globally as well. MOOCs can help democratise content and make knowledge reachable for everyone. Students are able to access complete courses offered by universities all over the world, something previously unattainable. With the availability of affordable technologies, MOOCs increase access to an extraordinary number of courses offered by world-renowned institutions and teachers.[162]

 Providing an affordable alternative to formal education [ edit ]

 The costs of tertiary education continue to increase because institutions tend to bundle too many services. With MOOCs, some of these services can be transferred to other suitable players in the public or private sector. MOOCs are for large numbers of participants, can be accessed by anyone anywhere as long as they have an Internet connection, are open to everyone without entry qualifications and offer a full/complete course experience online for free.[163][162]

 Sustainable development goals [ edit ]

 Main article: Sustainable Development Goals

 MOOCs can be seen as a form of open education offered for free through online platforms. The (initial) philosophy of MOOCs is to open up quality higher education to a wider audience. As such, MOOCs are an important tool to achieve goal 4 of the 2030 Agenda for Sustainable Development.[162]

 Offers a flexible learning schedule [ edit ]

 Certain lectures, videos, and tests through MOOCs can be accessed at any time compared to scheduled class times. By allowing learners to complete their coursework in their own time, this provides flexibility to learners based on their own personal schedules.[164][162]

 Online collaboration [ edit ]

 The learning environments of MOOCs make it easier for learners across the globe to work together on common goals. Instead of having to physically meet one another, online collaboration creates partnerships among learners. While time zones may have an effect on the hours that learners communicate, projects, assignments, and more can be completed to incorporate the skills and resources that different learners offer no matter where they are located.[164][162] Distance and collaboration can benefit learners who may have struggled with traditionally more individual learning goals, including learning how to write.[165]

 Challenges and criticisms [ edit ]

 The MOOC Guide[166] suggests six possible challenges for cMOOCs:

 1. Relying on user-generated content can create a chaotic learning environment.
 2. Digital literacy is necessary to make use of the online materials.
 3. The time and effort required from participants may exceed what students are willing to commit to a free online course.
 4. Once the course is released, content will be reshaped and reinterpreted by the massive student body, making the course trajectory difficult for instructors to control.
 5. Participants must self-regulate and set their own goals.
 6. Language and translation barriers.
 7. Accessibility barriers for differently-abled users
 8. Access barriers for people from low socio-economic neighbourhoods and countries with very little internet access

 These general challenges in effective MOOC development are accompanied by criticism by journalists and academics.

 Robert Zemsky (2014) argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects."[167] Others have pointed to a backlash arising from the tiny completion rates.[168]

 Some[ who? ] dispute that the "territorial" dimensions of MOOCs[169] have received insufficient discussion or data-backed analysis, namely: 1. the true geographical diversity of enrolls in/completes courses; 2. the implications of courses scaling across country borders, and potential difficulties with relevance and knowledge transfer; and 3. the need for territory-specific study of locally relevant issues and needs.

 Other features associated with early MOOCs, such as open licensing of content, open structure and learning goals, and community-centeredness, may not be present in all MOOC projects.[7]

 Effects on the structure of higher education were lamented, for example, by Moshe Y. Vardi, who finds an "absence of serious pedagogy in MOOCs", and indeed in all of higher education. He criticized the format of "short, unsophisticated video chunks, interleaved with online quizzes, and accompanied by social networking."[ clarification needed ] An underlying reason is simple cost-cutting pressures, which could hamstring the higher education industry.[170]

 The changes predicted from MOOCs generated objections in some quarters. The San Jose State University philosophy faculty wrote in an open letter to Harvard University professor and MOOC teacher Michael Sandel:

 Should one-size-fits-all vendor-designed blended courses become the norm, we fear two classes of universities will be created: one, well-funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures.[171]

 Cary Nelson, former president of the American Association of University Professors claimed that MOOCs are not a reliable means of supplying credentials, stating that "It’s fine to put lectures online, but this plan only degrades degree programs if it plans to substitute for them." Sandra Schroeder, chair of the Higher Education Program and Policy Council for the American Federation of Teachers expressed concern that "These students are not likely to succeed without the structure of a strong and sequenced academic program."[172]

 With a 60% majority, the Amherst College faculty rejected the opportunity to work with edX based on a perceived incompatibility with their seminar-style classes and personalized feedback. Some were concerned about issues such as the "information dispensing" teaching model of lectures followed by exams, the use of multiple-choice exams and peer-grading. The Duke University faculty took a similar stance in the spring of 2013. The effect of MOOCs on second- and third-tier institutions and of creating a professorial "star system" were among other concerns.[131]

 At least one alternative to MOOCs has advocates: Distributed Open Collaborative Courses (DOCC) challenge the roles of the instructor, hierarchy, money and massiveness. DOCC recognizes that the pursuit of knowledge may be achieved better by not using a centralized singular syllabus, that expertise is distributed throughout all the participants and does not just reside with one or two individuals.[173]

 Another alternative to MOOCs is the self-paced online course (SPOC) which provides a high degree of flexibility. Students can decide on their own pace and with which session they would like to begin their studies. According to a report by Class Central founder Dhawal Shah, more than 800 self-paced courses have been available in 2015.[174]

 Although the purpose of MOOCs is ultimately to educate more people, recent criticisms include accessibility and a Westernized curriculum that lead to a failure to reach the same audiences marginalised by traditional methods.[175]

 MOOCs have been criticized for a perceived lack of academic rigor as well as the monetization strategies adopted by providers. In MOOCs: A University Qualification in 24 Hours? Michael Shea writes "By offering courses that are near-impossible to fail and charging upfront fees for worthless certificates, Coursera is simply running a high-tech version of the kind of scams that have been run by correspondence colleges for decades."[176]

 The experience of English language learners (ELLs) in MOOCs [ edit ]

 Language of instruction is one of the major barriers that ELLs face in MOOCs. In recent estimates, almost 75% of MOOC courses are presented in the English language, however, native English speakers are a minority among the world's population.[177] This issue is mitigated by the increasing popularity of English as a global language, and therefore has more second language speakers than any other language in the world. This barrier has encouraged content developers and other MOOC stakeholders to develop content in other popular languages to increase MOOC access. However, research studies show that some ELLs prefer to take MOOCs in English, despite the language challenges, as it promotes their goals of economic, social, and geographic mobility.[178] This emphasizes the need to not only provide MOOC content in other languages, but also to develop English language interventions for ELLs who participate in English MOOCs.

 Areas that ELLs particularly struggle with in English MOOCs include MOOC content without corresponding visual supporting materials[179] (e.g., an instructor narrating instruction without text support in the background), or their hesitation to participate in MOOC discussion forums.[180] Active participation in MOOC discussion forums has been found to improve students grades, their engagement, and leads to lower dropout rates,[181] however, ELLs are more likely to be spectators than active contributors in discussion forums.[180]

 Researching studies show a “complex mix of affective, socio-cultural, and educational factors” that are inhibitors to their active participation in discussion forums.[182] As expected, English as the language of communication poses both linguistic and cultural challenges for ELLs, and they may not be confident in their English language communication abilities.[183] Discussion forums may also be an uncomfortable means of communication especially for ELLs from Confucian cultures, where disagreement and arguing one’s points are often viewed as confrontational, and harmony is promoted.[184] Therefore, while ELLs may be perceived as being uninterested in participating, research studies show that they do not show the same hesitation in face to face discourse.[185][186] Finally, ELLs may come from high power distance cultures,[187] where teachers are regarded as authority figures, and the culture of back and forth conversations between teachers and students is not a cultural norm.[185][186] As a result, discussion forums with active participation from the instructors may cause discomfort and prevent participation of students from such cultures.

 Curation [ edit ]

 Open Culture, not affiliated with Stanford University, founded in 2006, by Dan Coleman, the Director and Associate Dean of Stanford University's Continuing Education Program, aggregates and curates free MOOCs, as well as free cultural & educational media.[188][189][190][191][192][193][194][195] C. Berman, of the University of Illinois at Urbana-Champaign, found the website difficult to navigate, with links "hidden" in articles, and the right side lists, clunky and long.[196]

 See also [ edit ]

 * List of MOOC providers
 * Language MOOC
 * Outcome-based education
 * OpenCourseWare
 * Saylor Foundation
 * Small private online course
 * Qualifications frameworks for online learning
 * Open educational resources in Canada

 References [ edit ]

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 * This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries​, 17–18, 21–22, 24, Patru, Mariana; Balaji, Venkataraman, UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page . For information on reusing text from Wikipedia , please see the terms of use .

 Further reading [ edit ]

 * Walsh, Taylor (2011). Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses. Princeton University Press. ISBN 978-0691148748.

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Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "massive open online course"  
A massive open online course (MOOC ) or an open online course is an online course aimed at unlimited participation and open access via the Web. [1]  In addition to traditional course materials, such as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and teaching assistants (TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in distance education, [2]  first introduced in 2008, [3]  that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC". [4]   [5]   [6] 
 Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs (xMOOCs: extended MOOCs) use closed licenses for their course materials while maintaining free access for students. [7]   [8]   [9]   [10] 
History[edit]
  What is a MOOC?, December 2010  
Precursors[edit]
Before the Digital Age, distance learning appeared in the form of correspondence courses in the 1890s–1920s and later radio and television broadcast of courses and early forms of e-learning. Typically fewer than five percent of the students would complete a course. [11]  For example the Stanford Honors Cooperative Program, established in 1954, eventually offered video classes on-site at companies, at night, leading to a fully accredited Master's degree. This program was controversial because the companies paid double the normal tuition paid by full-time students. [12]  The 2000s saw changes in online, or e-learning and distance education, with increasing online presence, open learning opportunities, and the development of MOOCs. [13]  By 2010 audiences for the most popular college courses such as "Justice" with Michael J. Sandel and "Human Anatomy" with Marian Diamond were reaching millions. [14] 
Early approaches[edit]
The first MOOCs emerged from the open educational resources (OER) movement, which was sparked by MIT OpenCourseWare project. [15]  The OER movement was motivated from work by researchers who pointed out that class size and learning outcomes had no established connection. Here, Daniel Barwick's work is the most often-cited example. [16]   [17] 
 Within the OER movement, the Wikiversity was founded in 2006 and the first open course on the platform was organised in 2007. Ten-week course with more than 70 students was used to test the idea of making Wikiversity an open and free platform for education in the tradition of Scandinavian free adult education, Folk High School and the free school movement. [18]  The term MOOC was coined in 2008 by Dave Cormier of the University of Prince Edward Island in response to a course called Connectivism and Connective Knowledge (also known as CCK08). CCK08, which was led by George Siemens of Athabasca University and Stephen Downes of the National Research Council, consisted of 25 tuition-paying students in Extended Education at the University of Manitoba, as well as over 2200 online students from the general public who paid nothing. [19]  All course content was available through RSS feeds, and online students could participate through collaborative tools, including blog posts, threaded discussions in Moodle, and Second Life meetings. [20]   [21]   [22]  Stephen Downes considers these so-called cMOOCs to be more "creative and dynamic" than the current xMOOCs, which he believes "resemble television shows or digital textbooks". [19] 
 Other cMOOCs were then developed; for example, Jim Groom from The University of Mary Washington and Michael Branson Smith of York College, City University of New York hosted MOOCs through several universities starting with 2011's 'Digital Storytelling' (ds106) MOOC. [23]  MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded existing distance learning offerings (e.g., podcasts) into free and open online courses. [24] 
 Alongside the development of these open courses, other E-learning platforms emerged – such as Khan Academy, Peer-to-Peer University (P2PU), Udemy, and Alison – which are viewed as similar to MOOCs and work outside the university system or emphasize individual self-paced lessons. [25]   [26]   [27]   [28]   [29] 
cMOOCs and xMOOCs[edit]
      MOOCs and open-education timeline (updated 2015 version) [13]   [30]    
As MOOCs developed with time, multiple conceptions of the platform seem to have emerged. Mostly two different types can be differentiated: those that emphasize a connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, several early adopters of the platform proposed the terms "cMOOC" and "xMOOC". [31]   [32] 
 cMOOCs are based on principles from connectivist pedagogy indicating that material should be aggregated (rather than pre-selected),  remixable , re-purposable, and feeding forward (i.e. evolving materials should be targeted at future learning). [33]   [34]   [35]   [36]  cMOOC instructional design approaches attempt to connect learners to each other to answer questions or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC. [37]  Andrew Ravenscroft of the London Metropolitan University claimed that connectivist MOOCs better support collaborative dialogue and knowledge building. [38]   [39] 
 xMOOCs have a much more traditional course structure. They are characterized by a specified aim of completing the course obtaining certain knowledge certification of the subject matter. They are presented typically with a clearly specified syllabus of recorded lectures and self-test problems. However, some providers require paid subscriptions for acquiring graded materials and certificates. They employ elements of the original MOOC, but are, in some effect, branded IT platforms that offer content distribution partnerships to institutions. [32]  The instructor is the expert provider of knowledge, and student interactions are usually limited to asking for assistance and advising each other on difficult points.
Emergence of MOOC providers[edit]
According to  The New York Times , 2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including Coursera, Udacity, and edX. [4] 
      Dennis Yang, President of MOOC provider Udemy, suggested in 2013 that MOOCs were in the midst of a hype cycle, with expectations undergoing a wild swing. [40]    
During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings. [41]  Dennis Yang, President of MOOC provider Udemy, later made the point in an article for  The Huffington Post . [42] 
 Many universities scrambled to join in the "next big thing", as did more established online education service providers such as Blackboard Inc, in what has been called a "stampede". Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with the large American MOOC providers. [43]   [4]  By early 2013, questions emerged about whether academia was "MOOC'd out". [40]   [44]  This trend was later confirmed in continuing analysis. [45] 
 The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and venture capitalists.  The Chronicle of Higher Education  lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera. [46] 
 The larger non-profit organizations include the Bill &amp; Melinda Gates Foundation, the MacArthur Foundation, the National Science Foundation, and the American Council on Education. University pioneers include Stanford, Harvard, MIT, the University of Pennsylvania, Caltech, the University of Texas at Austin, the University of California at Berkeley, and San Jose State University. [46]  Related companies investing in MOOCs include Google and educational publisher Pearson PLC. Venture capitalists include Kleiner Perkins Caufield &amp; Byers, New Enterprise Associates and Andreessen Horowitz. [46] 
 In the fall of 2011, Stanford University launched three courses. [47]  The first of those courses was Introduction Into AI, launched by Sebastian Thrun and Peter Norvig. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by Andrew Ng and Jennifer Widom. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and Daphne Koller and Andrew Ng launched Coursera. [48] 
 In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with San Jose State University. In May 2013, the company announced the first entirely MOOC-based master's degree, a collaboration between Udacity, AT&amp;T and the Georgia Institute of Technology, costing $7,000, a fraction of its normal tuition. [49] 
 Concerned about the commercialization of online education, in 2012 MIT created the not-for-profit MITx. [50]  The inaugural course, 6.002x, launched in March 2012. Harvard joined the group, renamed edX, that spring, and University of California, Berkeley joined in the summer. The initiative then added the University of Texas System, Wellesley College and Georgetown University.
 In September 2013, edX announced a partnership with Google to develop MOOC.org, a site for non-xConsortium groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure. [51]  The Chinese Tsinghua University MOOC platform XuetangX.com (launched Oct. 2013) uses the Open edX platform. [52] 
 Before 2013, each MOOC tended to develop its own delivery platform. EdX in April 2013 joined with Stanford University, which previously had its own platform called Class2Go, to work on XBlock SDK, a joint open-source platform. It is available to the public under the Affero GPL open source license, which requires that all improvements to the platform be publicly posted and made available under the same license. [53]  Stanford Vice Provost John Mitchell said that the goal was to provide the "Linux of online learning". [54]  This is unlike companies such as Coursera that have developed their own platform. [55]  [ unreliable source? ]
 By November 2013, edX offered 94 courses from 29 institutions around the world. During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics. [56]  Udacity offered 26 courses. The number of courses offered has since increased dramatically: As of January 2016, edx offers 820 courses, Coursera offers 1580 courses and Udacity offers more than 120 courses. According to FutureLearn, the British Council's Understanding IELTS: Techniques for English Language Tests has an enrollment of over 440,000 students. [57] 
Notable providers[edit]
Emergence of innovative courses[edit]
Early cMOOCs such as CCK08 and ds106 used innovative pedagogy (Connectivism), with distributed learning materials rather than a video-lecture format, and a focus on education and learning, and digital storytelling respectively [19]   [20]   [21]   [22]   [23] 
 Following the 2011 launch of three Stanford xMOOCs, including Introduction Into AI, launched by Sebastian Thrun and Peter Norvig [47]  a number of other innovative courses have emerged. As of May 2014, more than 900 MOOCs are offered by US universities and colleges. As of February 2013, dozens of universities had affiliated with MOOCs, including many international institutions. [43]   [58]  In addition, some organisations operate their own MOOCs – including Google's Power Search.
 A range of courses have emerged; "There was a real question of whether this would work for humanities and social science", said Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and science courses [59]  even though the corresponding completion rates are lower. [10] 
 In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist. [60]  The course has been offered recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki. [60]   [61]  At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there have been over 8000 participants in their MOOCs altogether. [62] 
 On 18 June 2012, Ali Lemus from Galileo University  [63]  launched the first Latin American MOOC titled "Desarrollando Aplicaciones para iPhone y iPad" [64]  This MOOC is a Spanish remix of Stanford University's popular "CS 193P iPhone Application Development" and had 5,380 students enrolled. The technology used to host the MOOC was the Galileo Educational System platform (GES) which is based on the .LRN project. [65] 
 "Gender Through Comic Books" was a course taught by Ball State University's Christina Blanch on Instructure's Canvas Network, a MOOC platform launched in November 2012. [66]  The course used examples from comic books to teach academic concepts about gender and perceptions. [67] 
 In November 2012, the University of Miami launched its first high school MOOC as part of Global Academy, its online high school. The course became available for high school students preparing for the SAT Subject Test in biology. [68] 
 During the Spring 2013 semester, Cathy Davidson and Dan Ariely taught the "Surprise Endings: Social Science and Literature" a SPOC course taught in-person at Duke University and also as a MOOC, with students from Duke running the online discussions. [4] 
 In the UK of summer 2013, Physiopedia ran their first MOOC regarding Professional Ethics in collaboration with University of the Western Cape in South Africa. [69]  This was followed by a second course in 2014, Physiotherapy Management of Spinal Cord Injuries, which was accredited by the World Confederation of Physical Therapy and attracted approximately 4000 participants with a 40% completion rate. [70]   [71]  Physiopedia is the first provider of physiotherapy/physical therapy MOOCs, accessible to participants worldwide. [72] 
 In March 2013, Coursolve piloted a crowdsourced business strategy course for 100 organizations with the University of Virginia. [73]  A data science MOOC began in May 2013. [74] 
 In May 2013, Coursera announced free e-books for some courses in partnership with Chegg, an online textbook-rental company. Students would use Chegg's e-reader, which limits copying and printing and could use the book only while enrolled in the class. [75] 
 In June 2013, the University of North Carolina at Chapel Hill launched Skynet University, [76]  which offers MOOCs on introductory astronomy. Participants gain access to the university's global network of robotic telescopes, including those in the Chilean Andes and Australia.
 In July 2013 the University of Tasmania launched Understanding Dementia. The course had a completion rate of (39%), [77]  the course was recognized in the journal Nature. [78] 
 Startup Veduca [79]  launched the first MOOCs in Brazil, in partnership with the University of São Paulo in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury. [80]  In the first two weeks following the launch at Polytechnic School of the University of São Paulo, more than 10,000 students enrolled. [81]   [82] 
 Startup Wedubox (finalist at MassChallenge 2013) [83]  launched the first MOOC in finance and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in Dec 2013 only 2 months after the launch.[ citation needed ]
 In January 2014, Georgia Institute of Technology partnered with Udacity and AT&amp;T to launch their Online Master of Science in Computer Science (OMSCS). Priced at $7,000, OMSCS was the first MOOD (massive online open degree) (Master's degree) in computer science. [84]   [85]   [86] 
 In September 2014, the high street retailer, Marks &amp; Spencer partnered up with University of Leeds to construct an MOOC business course "which will use case studies from the Company Archive alongside research from the University to show how innovation and people are key to business success. The course will be offered by the UK based MOOC platform, FutureLearn. [87] 
 On 16 March 2015, the University of Cape Town launched its first MOOC, Medicine and the Arts on the UK-led platform, Futurelearn. [88] 
 In July 2015, OpenClassrooms, jointly with IESA Multimedia, launched the first MOOC-based bachelor's degree in multimedia project management recognized by a French state. [89] 
 In January 2018, Brown University opened its first "game-ified" course on EdX. Titled Fantastic Places, Unhuman Humans: Exploring Humanity Through Literature by Professor James Egan. It featured a storyline and plot to help Leila, a lost humanoid wandering different worlds, in which a learner had to play mini games to advance through the course. [90] 
 The Pacific Open Learning Health Net, set up by the WHO in 2003, developed an online learning platform in 2004–05 for continuing development of health professionals. Courses were originally delivered by Moodle, but were looking more like other MOOCs by 2012. [91] 
Student experience and pedagogy[edit]
Students served[edit]
By June 2012, more than 1.5 million people had registered for classes through Coursera, Udacity or edX. [92]   [93]  As of 2013, the range of students registered appears to be broad, diverse and non-traditional, but concentrated among English-speakers in rich countries. By March 2013, Coursera alone had registered about 2.8 million learners. [56]  By October 2013, Coursera enrollment continued to surge, surpassing 5 million, while edX had independently reached 1.3 million. [59] 
Coursera enrollees
 
Country
Percentage
 
United States
27.7%
 
India
8.8%
 
Brazil
5.1%
 
United Kingdom
4.4%
 
Spain
4.0%
 
Canada
3.6%
 
Australia
2.3%
 
Russia
2.2%
 
Rest of world
41.9%
   
A course billed as "Asia's first MOOC" given by the Hong Kong University of Science and Technology through Coursera starting in April 2013 registered 17,000 students. About 60% were from "rich countries" with many of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been discouraged by Chinese government policies. [94] 
 Koller stated in May 2013 that a majority of the people taking Coursera courses had already earned college degrees. [95] 
 According to a Stanford University study of a more general group of students "active learners" – anybody who participated beyond just registering – found that 64% of high school active learners were male and 88% were male for undergraduate- and graduate-level courses. [96] 
 A study from Stanford University's Learning Analytics group identified four types of students: auditors, who watched video throughout the course, but took few quizzes or exams; completers, who viewed most lectures and took part in most assessments; disengaged learners, who quickly dropped the course; and sampling learners, who might only occasionally watch lectures. [96]  They identified the following percentages in each group: [97] 
 
Course
Auditing
Completing
Disengaging
Sampling
 
High school
6%
27%
29%
39%
 
Undergraduate
6%
8%
12%
74%
 
Graduate
9%
5%
6%
80%
   
Jonathan Haber focused on questions of what students are learning and student demographics. About half the students taking US courses are from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. Video lectures followed by multiple choice questions can be challenging since they are often the "right questions". Smaller discussion boards paradoxically offer the best conversations. Larger discussions can be "really, really thoughtful and really, really misguided", with long discussions becoming rehashes or "the same old stale left/right debate". [98] 
 MIT and Stanford University offered initial MOOCs in Computer Science and Electrical Engineering. Since engineering courses need prerequisites so at the outset upper-level engineering courses were nearly absent from the MOOC list. By 2015, several universities were presenting undergraduate and advanced-level engineering courses. [99]   [100]   [101] 
Educator experience[edit]
In 2013, the Chronicle of Higher Education surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation", though some instructors' pre-class preparation was "a few dozen hours". The professors then spent 8–10 hours per week on the course, including participation in discussion forums. [102] 
 The medians were: 33,000 students enrollees; 2,600 passing; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos, 75% used open educational resources and 27% used other resources. 9% of the classes required a physical textbook and 5% required an e-book. [102]   [103] 
 Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Georgia Tech professor Karen Head reports that 19 people work on their MOOCs and that more are needed. [104]  The platforms have availability requirements similar to media/content sharing websites, due to the large number of enrollees. MOOCs typically use cloud computing and are often created with authoring systems. Authoring tools for the creation of MOOCs are specialized packages of educational software like Elicitus, IMC Content Studio and Lectora that are easy-to-use and support e-learning standards like SCORM and AICC.
Completion rates[edit]
Despite their potential to support learning and education, MOOCs have a major concern related to attrition rates and course drop out. Even though the number of learners who enroll in the courses tends to be in the thousands range, only a very small portion of the enrolled learners complete the course. According to the visualizations and analysis conducted by Katy Jordan (2015), [105]  the investigated MOOCs have a typical enrollment of 25,000, even though enrollment has reached a value up to ~230,000. Jordan reports that the average completion rate for such MOOCs is approximately 15%. Early data from Coursera suggest a completion rate of 7–9%. [106]  Coffrin et al. (2012) [107]  report the completion rates are even lower (between 3 and 5%), while they say there is a consistent and noticeable decline in the number of students who participate in the course every week. Others [106]   [108]   [109]   [110]   [111]  have also shown attrition rates similar to Coffrin. One example is the course Bioelectricity, in the Fall of 2012 at Duke University, where 12,725 students enrolled, but only 7,761 ever watched a video, 3,658 attempted a quiz, 345 attempted the final exam, and 313 passed, earning a certificate. [112]   [113]  Students paying $50 for a feature (designed to prevent cheating on exams) have completion rates of about 70%. [114]  Yang et al. (2013) [115]  suggest that even though there is a large proportion of students who drop out early on due to a variety of reasons, there is a significant proportion of the students who remain in the course and drop out later, thus causing attrition to happen over time.
 Before analyzing some factors which is related to attrition rates and course drop out, one important thing one should keep in mind is that average completion rate for MOOCs is not a good indicator. Completion rate does not reflect the overall view of every student because different students have diverse purposes. [116]  For example, Khe Foon Hew (2016) [116]  indicates that some students take part in the MOOCs just for interest or finding extrinsic value of course. They drop the course if the course does not satisfy their purpose. However, completion rate is objective enough to reflect engagement of students.
 Much research has investigated why students drop out of MOOC courses or what factors could contribute to them dropping out. For example, Carolyn Rosé et al. (2014) [117]  investigate how three social factors make predictions on student attrition, for students who participated in the course discussion forum. The authors found that students who serve as authorities in the community seem to be more committed to the community and thus less inclined to drop out the course. In addition, students who actively participated in the course since the first week were 35% less likely to drop out of the course, compared with the average population. Lastly, the analysis of the patterns of attrition in a sub community showed that attrition was related to the engagement of the particular students with one another. One interpretation of this finding according to Rosé et al. (2014) [117]  is that while participating in MOOCs, students create virtual cohorts who progress and engage with the material in similar ways. Thus, if students start dropping out, then that might cause other students to drop out as they might perceive the environment as less supportive or engaging without their peers.
 Other studies focus on exploring how motivation and self-regulated learning could be related to MOOC dropout and attrition. Carson (2002) [118]  investigated characteristics of self-directed learning in students of grades 8–12 who took online courses through a statewide online program. Two of the hypothesis that the study explored were whether there exist underlying distinct classes (categories) of self-regulated learners and if the membership in these classes was associated with measures such significantly different online course completion, online final grade, or GPA. The results show that there exist different latent classes of self-regulated learning within the population of online students, designated as high, moderate, and low self-directed learning. In addition, the results support the hypothesis that there is an association between the self-directed learning class the student belongs to with the significantly different course completion rate or course achievement (course achievement was measured by the completion of the online courses, the final online course grade and the cumulative GPA). In other words, course completion and self-directed learning in students were found to be significantly related.
 One online survey published a "top ten" list of reasons for dropping out of a MOOC. [119]  The list involved reasons such as the course required too much time, or was too difficult or too basic. Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack of a proper introduction to course technology and format, clunky technology and abuse on discussion boards. Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material. [10]  Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential. Other reasons for the poor completion rates include the workload, length and difficulty of a course. [10]  In addition, some participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times. [120] 
 Besides those factors cause the low completion rate in MOOCs, the inequality on receiving knowledge affected by different characters of individuals also has a huge influence on the consequence of completion rate. Actually, MOOC is not as fair as we expected. Russian researchers Semenova, T.V. and Rudakova, L.M (2016), indicate that MOOC is designed to decrease the unequal access to getting knowledge, but that does not mean every individual can enjoy the same equality in course completion rate. From their research, there are three main factors that cause inequality, which are degree of education, experience of MOOCs and gender. The survey shows that 18% of high-education students complete the course while only 3% low-education students complete. To be more visualized, 84–88% of students who have completed the course are high-educational. What's more, among students who have completed the course, 65–80% of students have at least one experience of using online learning platform comparing to 6–31% of students who have no experience. Gender also influences the completion rate. In general, 6–7% more men than women complete the course because women are supposed to do household in many countries, which distracts women's attention in learning. [121] 
 The effectiveness of MOOCs is an open question as completion rates are substantially less than traditional online education courses. [122]   [123]  Alraimi et al. (2015) explained in their research model a substantial percentage of the variance for the intention to continue using MOOCs, which is significantly influenced by perceived reputation, perceived openness, perceived usefulness, and perceived user satisfaction. Perceived reputation and perceived openness were the strongest predictors and have not previously been examined in the context of MOOCs
 However, research indicates that completion rates is not the right metric to measure success of MOOCs. Alternate metrics are proposed to measure effectiveness of MOOCs and online learning. [123] 
Instructional design[edit]
   External video          10 Steps to Developing an Online Course: Walter Sinnott-Armstrong on YouTube, Duke University  [124]      Designing, developing and running (Massive) Online Courses by George Siemens, Athabasca University  [125]     
Many MOOCs use video lectures, employing the old form of teaching (lecturing) using a new technology. [122]   [126]  Thrun testified before the President’s Council of Advisors on Science and Technology (PCAST) that MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself". [127] 
 Some view the videos and other material produced by the MOOC as the next form of the textbook. "MOOC is the new textbook", according to David Finegold of Rutgers University. [128]  A study of edX student habits found that certificate-earning students generally stop watching videos longer than 6 to 9 minutes. They viewed the first 4.4 minutes (median) of 12- to 15-minute videos. [129]  Some traditional schools blend online and offline learning, sometimes called flipped classrooms. Students watch lectures online at home and work on projects and interact with faculty while in class. Such hybrids can even improve student performance in traditional in-person classes. One fall 2012 test by San Jose State and edX found that incorporating content from an online course into a for-credit campus-based course increased pass rates to 91% from as low as 55% without the online component. "We do not recommend selecting an online-only experience over a blended learning experience", says Coursera's Andrew Ng. [59] 
 Because of massive enrollments, MOOCs require instructional design that facilitates large-scale feedback and interaction. The two basic approaches are:
 Peer-review and group collaboration
Automated feedback through objective, online assessments, e.g. quizzes and exams [130]  Machine grading of written assignments is also underway. [131]   
So-called connectivist MOOCs rely on the former approach; broadcast MOOCs rely more on the latter. [132]  This marks a key distinction between cMOOCs where the 'C' stands for 'connectivist', and xMOOCs where the x stands for extended (as in TEDx, edX) and represents that the MOOC is designed to be in addition to something else (university courses for example). [133] 
 Assessment can be the most difficult activity to conduct online, and online assessments can be quite different from the brick-and-mortar version. [130]  Special attention has been devoted to proctoring and cheating. [134] 
 Peer review is often based upon sample answers or rubrics, which guide the grader on how many points to award different answers. These rubrics cannot be as complex for peer grading as for teaching assistants. Students are expected to learn via grading others [135]  and become more engaged with the course. [10]  Exams may be proctored at regional testing centers. Other methods, including "eavesdropping technologies worthy of the C.I.A.", allow testing at home or office, by using webcams, or monitoring mouse clicks and typing styles. [134]  Special techniques such as adaptive testing may be used, where the test tailors itself given the student's previous answers, giving harder or easier questions accordingly.
 "The most important thing that helps students succeed in an online course is interpersonal interaction and support", says Shanna Smith Jaggars, assistant director of Columbia University's Community College Research Center. Her research compared online-only and face-to-face learning in studies of community-college students and faculty in Virginia and Washington state. Among her findings: In Virginia, 32% of students failed or withdrew from for-credit online courses, compared with 19% for equivalent in-person courses. [59] 
 Assigning mentors to students is another interaction-enhancing technique. [59]  In 2013 Harvard offered a popular class, The Ancient Greek Hero, instructed by Gregory Nagy and taken by thousands of Harvard students over prior decades. It appealed to alumni to volunteer as online mentors and discussion group managers. About 10 former teaching fellows also volunteered. The task of the volunteers, which required 3–5 hours per week, was to focus on online class discussion. The edX course registered 27,000 students. [136] 
 Research by Kop and Fournier [137]  highlighted as major challenges the lack of social presence and the high level of autonomy required. Techniques for maintaining connection with students include adding audio comments on assignments instead of writing them, participating with students in the discussion forums, asking brief questions in the middle of the lecture, updating weekly videos about the course and sending congratulatory emails on prior accomplishments to students who are slightly behind. [59]  Grading by peer review has had mixed results. In one example, three fellow students grade one assignment for each assignment that they submit. The grading key or rubric tends to focus the grading, but discourages more creative writing. [98] 
  A. J. Jacobs in an op-ed in  The New York Times  graded his experience in 11 MOOC classes overall as a "B". [138]  He rated his professors as '"B+", despite "a couple of clunkers", even comparing them to pop stars and "A-list celebrity professors". Nevertheless, he rated teacher-to-student interaction as a "D" since he had almost no contact with the professors. The highest-rated ("A") aspect of Jacobs' experience was the ability to watch videos at any time. Student-to-student interaction and assignments both received "B−". Study groups that did not meet, trolls on message boards and the relative slowness of online vs. personal conversations lowered that rating. Assignments included multiple-choice quizzes and exams as well as essays and projects. He found the multiple-choice tests stressful and peer-graded essays painful. He completed only 2 of the 11 classes. [138]   [139] 
Information architecture[edit]
When searching for the desired course, the courses are usually organized by "most popular" or a "topical scheme". Courses planned for synchronous learning are structured as an exact organizational scheme called a chronological scheme, [140]  Courses planned for asynchronous learning are also presented as a chronological scheme, but the order the information is learned as a hybrid scheme. In this way it can be harder to understand the course content and complete, because they are not based on an existing mental model. [140] 
Industry[edit]
MOOCs are widely seen as a major part of a larger disruptive innovation taking place in higher education. [141]   [142]   [143]  In particular, the many services offered under traditional university business models are predicted to become unbundled and sold to students individually or in newly formed bundles. [144]   [145]  These services include research, curriculum design, content generation (such as textbooks), teaching, assessment and certification (such as granting degrees) and student placement. MOOCs threaten existing business models by potentially selling teaching, assessment, or placement separately from the current package of services. [141]   [146]   [147] 
 President Barack Obama has cited recent developments, including the online learning innovations at Carnegie Mellon University, Arizona State University and Georgia Institute of Technology, as having potential to reduce the rising costs of higher education. [148] 
 James Mazoue, Director of Online Programs at Wayne State University describes one possible innovation:
 The next disruptor will likely mark a tipping point: an entirely free online curriculum leading to a degree from an accredited institution. With this new business model, students might still have to pay to certify their credentials, but not for the process leading to their acquisition. If free access to a degree-granting curriculum were to occur, the business model of higher education would dramatically and irreversibly change. [149]   
But how universities will benefit by "giving our product away free online" is unclear. [150] 
 No one's got the model that's going to work yet. I expect all the current ventures to fail, because the expectations are too high. People think something will catch on like wildfire. But more likely, it's maybe a decade later that somebody figures out how to do it and make money. — James Grimmelmann, New York Law School professor [150]    
Principles of openness inform the creation, structure and operation of MOOCs. The extent to which practices of Open Design in educational technology [151]  are applied vary.
Attributes of major MOOC providers, [152]  with update [153] 
 
Initiatives
Nonprofit
Free to access
Certification fee
Institutional credits
 
edX
No
Partial
Yes
Partial
 
Coursera
No
Partial
Yes
Partial
 
Udacity
No
Partial
Yes
Partial
 
Udemy
No
Partial
Yes
Partial
 
P2PU
Yes
Yes
No
No
   
Fee opportunities[edit]
In the freemium business model, the basic product – the course content – is given away free. "Charging for content would be a tragedy", said Andrew Ng. But "premium" services such as certification or placement would be charged a fee – however financial aids are given in some cases. [56] 
 Course developers could charge licensing fees for educational institutions that use its materials. Introductory or "gateway" courses and some remedial courses may earn the most fees. Free introductory courses may attract new students to follow-on fee-charging classes. Blended courses supplement MOOC material with face-to-face instruction. Providers can charge employers for recruiting its students. Students may be able to pay to take a proctored exam to earn transfer credit at a degree-granting university, or for certificates of completion. [150]  Udemy allows teachers to sell online courses, with the course creators keeping 70–85% of the proceeds and intellectual property rights. [154] 
 Coursera found that students who paid $30 to $90 were substantially more likely to finish the course. The fee was ostensibly for the company's identity-verification program, which confirms that they took and passed a course. [59] 
Overview of potential revenue sources for three MOOC providers [155]   [156] 
 
edX
Coursera
Udacity
 
 Certification
College credits
Human tutoring or assignment marking
Financial aid
Proctored examinations 
 Certification
Secure assessments
Employee recruitment
Applicant screening
Human tutoring or assignment marking
Enterprises pay to run their own training courses
Sponsorships
Tuition fees
Transcript services (not disclosed to students yet) 
 Certification
Employers paying to recruit talented students
Students' résumés and job match services
Sponsored high-tech skills courses 
   
In February 2013, the American Council on Education (ACE) recommended that its members provide transfer credit from a few MOOC courses, though even the universities who deliver the courses had said that they would not. [157]  The University of Wisconsin offered multiple, competency-based bachelor's and master's degrees starting Fall 2013, the first public university to do so on a system-wide basis. The university encouraged students to take online-courses such as MOOCs and complete assessment tests at the university to receive credit. [158]  As of 2013 few students had applied for college credit for MOOC classes. [159]  Colorado State University-Global Campus received no applications in the year after they offered the option. [158] 
 Academic Partnerships is a company that helps public universities move their courses online. According to its chairman, Randy Best, "We started it, frankly, as a campaign to grow enrollment. But 72 to 84 percent of those who did the first course came back and paid to take the second course." [160] 
 While Coursera takes a larger cut of any revenue generated – but requires no minimum payment – the not-for-profit edX has a minimum required payment from course providers, but takes a smaller cut of any revenues, tied to the amount of support required for each course. [161] 
Benefits[edit]
Improving access to higher education[edit]
MOOCs are regarded by many as an important tool to widen access to higher education (HE) for millions of people, including those in the developing world, and ultimately enhance their quality of life. [2]  MOOCs may be regarded as contributing to the democratisation of HE, not only locally or regionally but globally as well. MOOCs can help democratise content and make knowledge reachable for everyone. Students are able to access complete courses offered by universities all over the world, something previously unattainable. With the availability of affordable technologies, MOOCs increase access to an extraordinary number of courses offered by world-renowned institutions and teachers. [162] 
Providing an affordable alternative to formal education[edit]
The costs of tertiary education continue to increase because institutions tend to bundle too many services. With MOOCs, some of these services can be transferred to other suitable players in the public or private sector. MOOCs are for large numbers of participants, can be accessed by anyone anywhere as long as they have an Internet connection, are open to everyone without entry qualifications and offer a full/complete course experience online for free. [163]   [162] 
Sustainable development goals[edit]
MOOCs can be seen as a form of open education offered for free through online platforms. The (initial) philosophy of MOOCs is to open up quality higher education to a wider audience. As such, MOOCs are an important tool to achieve goal 4 of the 2030 Agenda for Sustainable Development. [162] 
Offers a flexible learning schedule[edit]
Certain lectures, videos, and tests through MOOCs can be accessed at any time compared to scheduled class times. By allowing learners to complete their coursework in their own time, this provides flexibility to learners based on their own personal schedules. [164]   [162] 
Online collaboration[edit]
The learning environments of MOOCs make it easier for learners across the globe to work together on common goals. Instead of having to physically meet one another, online collaboration creates partnerships among learners. While time zones may have an effect on the hours that learners communicate, projects, assignments, and more can be completed to incorporate the skills and resources that different learners offer no matter where they are located. [164]   [162]  Distance and collaboration can benefit learners who may have struggled with traditionally more individual learning goals, including learning how to write. [165] 
Challenges and criticisms[edit]
The MOOC Guide [166]  suggests six possible challenges for cMOOCs:
 Relying on user-generated content can create a chaotic learning environment.
 Digital literacy is necessary to make use of the online materials.
The time and effort required from participants may exceed what students are willing to commit to a free online course.
Once the course is released, content will be reshaped and reinterpreted by the massive student body, making the course trajectory difficult for instructors to control.
Participants must self-regulate and set their own goals.
Language and translation barriers.
Accessibility barriers for differently-abled users
Access barriers for people from low socio-economic neighbourhoods and countries with very little internet access 
These general challenges in effective MOOC development are accompanied by criticism by journalists and academics.
  Robert Zemsky (2014) argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects." [167]  Others have pointed to a backlash arising from the tiny completion rates. [168] 
 Some[ who? ] dispute that the "territorial" dimensions of MOOCs [169]  have received insufficient discussion or data-backed analysis, namely: 1. the true geographical diversity of enrolls in/completes courses; 2. the implications of courses scaling across country borders, and potential difficulties with relevance and knowledge transfer; and 3. the need for territory-specific study of locally relevant issues and needs.
 Other features associated with early MOOCs, such as open licensing of content, open structure and learning goals, and community-centeredness, may not be present in all MOOC projects. [7] 
 Effects on the structure of higher education were lamented, for example, by Moshe Y. Vardi, who finds an "absence of serious pedagogy in MOOCs", and indeed in all of higher education. He criticized the format of "short, unsophisticated video chunks, interleaved with online quizzes, and accompanied by social networking."[ clarification needed ] An underlying reason is simple cost-cutting pressures, which could hamstring the higher education industry. [170] 
 The changes predicted from MOOCs generated objections in some quarters. The San Jose State University philosophy faculty wrote in an open letter to Harvard University professor and MOOC teacher Michael Sandel:
 Should one-size-fits-all vendor-designed blended courses become the norm, we fear two classes of universities will be created: one, well-funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures. [171]   
 Cary Nelson, former president of the American Association of University Professors claimed that MOOCs are not a reliable means of supplying credentials, stating that "It’s fine to put lectures online, but this plan only degrades degree programs if it plans to substitute for them." Sandra Schroeder, chair of the Higher Education Program and Policy Council for the American Federation of Teachers expressed concern that "These students are not likely to succeed without the structure of a strong and sequenced academic program." [172] 
 With a 60% majority, the Amherst College faculty rejected the opportunity to work with edX based on a perceived incompatibility with their seminar-style classes and personalized feedback. Some were concerned about issues such as the "information dispensing" teaching model of lectures followed by exams, the use of multiple-choice exams and peer-grading. The Duke University faculty took a similar stance in the spring of 2013. The effect of MOOCs on second- and third-tier institutions and of creating a professorial "star system" were among other concerns. [131] 
 At least one alternative to MOOCs has advocates: Distributed Open Collaborative Courses (DOCC) challenge the roles of the instructor, hierarchy, money and massiveness. DOCC recognizes that the pursuit of knowledge may be achieved better by not using a centralized singular syllabus, that expertise is distributed throughout all the participants and does not just reside with one or two individuals. [173] 
 Another alternative to MOOCs is the self-paced online course (SPOC) which provides a high degree of flexibility. Students can decide on their own pace and with which session they would like to begin their studies. According to a report by Class Central founder Dhawal Shah, more than 800 self-paced courses have been available in 2015. [174] 
 Although the purpose of MOOCs is ultimately to educate more people, recent criticisms include accessibility and a Westernized curriculum that lead to a failure to reach the same audiences marginalised by traditional methods. [175] 
 MOOCs have been criticized for a perceived lack of academic rigor as well as the monetization strategies adopted by providers. In MOOCs: A University Qualification in 24 Hours? Michael Shea writes "By offering courses that are near-impossible to fail and charging upfront fees for worthless certificates, Coursera is simply running a high-tech version of the kind of scams that have been run by correspondence colleges for decades." [176] 
The experience of English language learners (ELLs) in MOOCs[edit]
Language of instruction is one of the major barriers that ELLs face in MOOCs. In recent estimates, almost 75% of MOOC courses are presented in the English language, however, native English speakers are a minority among the world's population. [177]  This issue is mitigated by the increasing popularity of English as a global language, and therefore has more second language speakers than any other language in the world. This barrier has encouraged content developers and other MOOC stakeholders to develop content in other popular languages to increase MOOC access. However, research studies show that some ELLs prefer to take MOOCs in English, despite the language challenges, as it promotes their goals of economic, social, and geographic mobility. [178]  This emphasizes the need to not only provide MOOC content in other languages, but also to develop English language interventions for ELLs who participate in English MOOCs.
 Areas that ELLs particularly struggle with in English MOOCs include MOOC content without corresponding visual supporting materials [179]  (e.g., an instructor narrating instruction without text support in the background), or their hesitation to participate in MOOC discussion forums. [180]  Active participation in MOOC discussion forums has been found to improve students grades, their engagement, and leads to lower dropout rates, [181]  however, ELLs are more likely to be spectators than active contributors in discussion forums. [180]  
 Researching studies show a “complex mix of affective, socio-cultural, and educational factors” that are inhibitors to their active participation in discussion forums. [182]  As expected, English as the language of communication poses both linguistic and cultural challenges for ELLs, and they may not be confident in their English language communication abilities. [183]  Discussion forums may also be an uncomfortable means of communication especially for ELLs from Confucian cultures, where disagreement and arguing one’s points are often viewed as confrontational, and harmony is promoted. [184]  Therefore, while ELLs may be perceived as being uninterested in participating, research studies show that they do not show the same hesitation in face to face discourse. [185]   [186]  Finally, ELLs may come from high power distance cultures, [187]  where teachers are regarded as authority figures, and the culture of back and forth conversations between teachers and students is not a cultural norm. [185]   [186]  As a result, discussion forums with active participation from the instructors may cause discomfort and prevent participation of students from such cultures.
Curation[edit]
 Open Culture, not affiliated with Stanford University, founded in 2006, by Dan Coleman, the Director and Associate Dean of Stanford University's Continuing Education Program, aggregates and curates free MOOCs, as well as free cultural &amp; educational media. [188]   [189]   [190]   [191]   [192]   [193]   [194]   [195]  C. Berman, of the University of Illinois at Urbana-Champaign, found the website difficult to navigate, with links "hidden" in articles, and the right side lists, clunky and long. [196] 
See also[edit]
  List of MOOC providers 
 Language MOOC 
 Outcome-based education 
 OpenCourseWare 
 Saylor Foundation 
 Small private online course 
 Qualifications frameworks for online learning 
 Open educational resources in Canada  
References[edit]
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Sources[edit]
    This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from  Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries​ , 17–18, 21–22, 24, Patru, Mariana; Balaji, Venkataraman, UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use. 
Further reading[edit]
  Walsh, Taylor (2011). Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses. Princeton University Press. ISBN  978-0691148748 .  
External links[edit]
  UNESCO Open Learning, open online course platform by UNESCO
Massive open online course - Wikipedia
https://en.wikipedia.org/wiki/Massive_open_online_course