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)

Massive Open Online Courses (MOOCs) are the next logical phase of distance learning rapidly appearing on the horizon. A recent worldwide survey shows that the adoption of MOOCs is on the rise. This study focuses on identifying and emphasizing the unique advantages of MOOCs and provides possible insights to better understanding of MOOCs as an evolutionary product of classical distance learning. Two simple preliminary experiments were designed and conducted to investigate approaches for strengthening trust in MOOCs adaptation. While this is a work-in-progress, the authors provide several preliminary recommendations to assist in the decision making process for gradual adaptation of MOOCs in conjunction with complementary in-house components. (Abstract by authors)

Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learners from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these areas of the world. The paper further shows the need for more data on the demographics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries. (Abstract by authors)