A MOOC Taxonomy Based on Classification Schemes of MOOCs

Tharindu R. Liyanagunawardena [tharindu@ucem.ac.uk], University College of Estate Management [https://www.ucem.ac.uk], Horizons, 60 Queen’s Road, Reading RG1 4BS, United Kingdom, Karsten Lundqvist [karsten.lundqvist@vuw.ac.nz], Victoria University of Wellington [https://www.victoria.ac.nz], Kelburn Campus, PO Box 600, Wellington 6140, New Zealand, Richard Mitchell [r.j.mitchell@reading.ac.uk], University of Reading [http://www.reading.ac.uk], Department of Computer Science University of Reading, Polly Vacher Building, Whiteknights, Reading RG6 6AY, United Kingdom, 850, Steven Warburton [steven.warburton@vuw.ac.nz], Victoria University of Wellington [https://www.victoria.ac.nz], Kelburn Campus, PO Box 600, Wellington 6140, New Zealand , Shirley A. Williams [Shirley.williams@reading.ac.uk], Department of Computer Science, University of Reading, Polly Vacher Building, Whiteknights, Reading RG6 6AY, United Kingdom

Abstract

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

Abstract in Greek

Τα τελευταία χρόνια έχει σημειωθεί σημαντική αύξηση του αριθμού των online μαθημάτων που είναι γνωστά ως MOOCs, μέσω διαδικτυακών παρόχων όπως οι edX και Coursera. Το αποτέλεσμα ήταν μια αξιοσημείωτη μείωση της σαφήνειας γύρω από τους διαφορετικούς τύπους μαθημάτων και αυτό δημιούργησε την ανάγκη να επανεξεταστούν τα συστήματα ταξινόμησης των MOOC, για να βοηθηθούν οι πιθανοί συμμετέχοντες. Έχουν προταθεί πολλές ταξινομήσεις που καλύπτουν τις ανάγκες των καθηγητών και των παρόχων, αλλά μπορεί να μην είναι κατάλληλες για τους μαθητές που επιλέγουν ένα μάθημα.

Σε αυτό το άρθρο, συλλέγονται και αναλύονται οι διάφορες ταξινομήσεις που χρησιμοποιούνται από τους παρόχους MOOC και από τις υπηρεσίες aggregator, για να κατηγοριοποιήσουν τα MOOC στην παρουσίαση πληροφοριών σε μελλοντικούς εκπαιδευόμενους. Ως αποτέλεσμα, εντοπίζονται 13 διαφορετικές κατηγορίες, οι οποίες καλύπτουν τις πληροφορίες που παρέχονται στους εκπαιδευόμενους πριν από την έναρξη των μαθημάτων. Οι κατηγορίες αυτές, στη συνέχεια, συγκρίνονται και συνδυάζονται με ταξινομήσεις από τη ευρύτερη βιβλιογραφία, για να δημιουργηθεί μια ταξονομία κεντροθετημένη γύρω από οκτώ όρους: Μαζικές (π.χ. εγγραφές), Ανοιχτές (π.χ. προαπαιτούμενες), Online (π.χ. Χρονικά), Παιδαγωγική Αξιολόγηση (π.χ. διδασκαλία), Ποιότητα (π.χ. αξιολογήσεις), Παράδοση (π.χ. εκπαιδευτικοί), Θέμα (π.χ. Πρόγραμμα σπουδών). Έτσι, δημιουργείται μια ταξινόμηση ικανή να κατηγοριοποιήσει τα MOOC από μια ευρύτερη προοπτική.

Abstract in Danish

I de sidste år har der været en stor stigning i antallet af internet kurser, kendt som MOOCs, givet igennem servicer såsom edX og Coursera. Dette har resulteret i en reduceret klarhed for potentielle studerende, og der er et behov for at reevaluere MOOC klassifikationer så potentielle studerende kan blive bedre informeret. Der findes mange klassifikationer som opfylder behovene for akademikere og kursus udbydere, men det kan være disse ikke opfylder behovene for studerende mens de vælger et kursus. Denne artikel identificerer 13 forskellige kategorier, som dækker information der bliver givet til studerende før de starter et kursus af kursus udbydere. Disse kategorier bliver sammenlignet og slået sammen med klassifikationerne fundet i litteraturen og herved opstå en ny taksonomi centreret omkring otte koncepter: Mængde (f.eks. antal tilmeldinger), Åbenhed (f.eks. forudsætninger for at starte kurset), Online (f.eks. timing af kursus), Evaluering, Pædagogik (f.eks. ledt af instruktører), Kvalitet (f.eks. anmeldelser af tidligere studerende), Levering (f.eks. underviserer), Tema (f.eks. syllabus). Herved udarbejdes en taksonomi som kan bruges til at kategoriserer MOOCs fra et videre perspektiv end før.

Abstract in Portuguese (Brazilian)

Nos últimos anos, houve um crescimento significativo no número de cursos online conhecidos como MOOCs disponíveis por meio de provedores online, como o edX e o Coursera. O resultado foi uma redução acentuada na clareza em torno das diferentes ofertas de cursos. Isso criou a necessidade de reconsiderar como esses cursos são classificados para ajudar a informar os possíveis participantes. Muitas classificações foram propostas que cobrem as necessidades de acadêmicos e provedores, mas podem não ser adequadas para os alunos que escolhem um curso. Neste artigo, reunimos e analisamos as várias classificações usadas pelos provedores de MOOC e os serviços agregadores para categorizar os MOOCs na apresentação de informações aos alunos em potencial. Como resultado, são identificadas 13 categorias diferentes, que abrangem as informações fornecidas aos alunos antes de ingressar em um curso. Essas categorias são comparadas e combinadas com classificações da literatura para criar uma taxonomia centrada em oito termos: Massivo (por exemplo, inscrições), Aberto (por exemplo, pré-requisitos), Online (por exemplo, horários), Avaliação, Pedagogia (por exemplo, com instrutor) Qualidade (por exemplo, inspecionado), Entrega (por exemplo, educadores), Assunto (por exemplo, curriculo). Produzindo assim uma taxonomia capaz de categorizar os MOOCs de uma perspectiva mais ampla.

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, MOOCs, ICT, information and communication technology, collaborative learning, internet, learning management system, interaction, LMS,

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