The first MOOC typology: while xMOOCs are derived from University courses, as delivered by a teacher, with a final exam and completion certificate, cMOOCs are constructivists courses, in which the learners themselves contribute to the course and issue no completion certificate (a single, standardized exam is not possible). Though this typology is better used as a scale and the best MOOCs combine both approaches, xMOOCs are by far the most common MOOCs. They are delivered by the biggest MOOC platforms (EdX, Coursera and Canvas in the US, Futurelearn in the UK, XuetangX in China, SWAYAM in India, FUN in France, Miríadax in Spain). EdX was the first platform to deliver xMOOCs, hence the “x” in their name.
Published in Chapter:
Integrating MOOCs in Higher Education: Procedures and Tools for a Mutual Commitment to Quality
Florence Rouveix (Centrale Lille, France), Magali Guyon (Telecom ParisTech, France), and Rémi Bachelet (Centrale Lille, France)
Copyright: © 2020
|Pages: 26
DOI: 10.4018/978-1-7998-1238-8.ch011
Abstract
From the context of the emergence of MOOCs, this chapter studies the benefit of blending them with a face-to-face course in higher education. This approach highlights the wealth of opportunities offered by blended learning through the design methods and experience of the GdP MOOC that are transferable to other MOOCs. The implications for a cohort of students and in the pedagogical choices of their teacher show the advantage of a team dedicated to the partnerships to provide the interface between the format of training provided on the platform and the objectives of the host institution. From the awareness of the diversity of methods of integration into students' curricula, the question of the quality and the personalisation of the supporting tool in practical terms is based on the teachers' needs. Three functions are identified for effective blending: pedagogical scenarisation, delivering the training solution, and the methods of assessment.