This review of research explores characteristics associated with massive open online courses (MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to persistence, and a distinct structure that takes the form as one of two pedagogical approaches. The concept of openness shifts among different MOOCs, models, researchers, and facilitators. The high dropout rates show that the barriers to learning are a significant challenge. Research has focused on engagement, motivation, and presence to mitigate risks of learner isolation. The pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social, distributed, networked approach and significant learner autonomy that is geared towards adult lifelong learners interested in personal or professional development. This connectivist approach relates to situated and social learning theories such as social constructivism (Kop, 2011). By contrast, the design of the Stanford Artificial Intelligence (AI) model (xMOOC) uses conventional directed instruction in the context of formal postsecondary educational institutions. This traditional pedagogical approach is categorized as cognitive-behaviorist (Rodriguez, 2012). These two distinct MOOC models attract different audiences, use different learning approaches, and employ different teaching methods. The purpose of this review is to synthesize the research describing the phenomenon of MOOCs in informal and postsecondary online learning. (Abstract by authors)

Despite being in their infancy, Massive Open Online Courses (MOOCs) have the potential to become a global higher education game changer. Employers may come to recognize MOOCs as an alternative credential to the traditional three- or four-year degree. They may consider a certificate of completion from a world-class institution as a better indicator of the skills needed for success than a degree from a second- or third-tier college or university. Some international students may think it better to stay at home and take a MOOC than spend thousands of dollars to attend an international school. The Bill & Melinda Gates Foundation is exploring the potential of offering MOOCs to low-income students. At present, one simply does not know where MOOCs can and will take higher education. In this article, the author discusses the impact of MOOCs on the following: (1) Accreditation agencies; (2) Book publishers; (3) Federal and state subsidies; (4) Rating agencies; (5) Advanced Placement exams; (6) Enrollment and retention managers; (7) Branch campuses; (8) Career counselors; (9) Chief financial officers; (10) Facilities managers; (11) IT managers; (12) Students; (13) Faculty; (14) Venture capitalists; and (15) For-profit schools. The author concludes that MOOCs will not replace colleges and universities. They will supplement--not replace--traditional higher education. They have the potential to solve some of the big problems facing higher education, to include unsustainable costs, unmanageable student debt, college participation rates, unchanged retention and graduation rates, and fierce competition from other countries. And for these reasons, online learning, hybrid learning, and MOOCs should be supported by the higher education community, by federal and state officials, and by accreditation agencies. (Abstract by author)

Udacity was born out of a Stanford University experiment in which Sebastian Thrun and Peter Norvig offered their "Introduction to Artificial Intelligence" course online to anyone, for free. Over 160,000 students in more than 190 countries enrolled and not much later, Udacity was born. Now we're a growing team of educators and engineers on a mission to change the future of education. By making high-quality classes affordable and accessible for students across the globe: Udacity is democratizing education. (https://www.udacity.com/us)

Coursera is an education company that partners with the top universities and organizations in the world to offer courses online for anyone to take, for free. Its technology enables our partners to teach millions of students rather than hundreds.