Title: Different MOOC types: xMOOC and cMOOC
Course: Digivisio DEMO: Planning and creating a MOOC > Section: Pedagogical planning of a MOOC

Now that you have selected a topic, target group, and virtual learning environment for your MOOC, it is time to consider the pedagogical solutions you will apply in the course.

Not all MOOCs are the same. The two most common types are xMOOC (extended MOOC) and cMOOC (connectivist MOOC). The MOOC type affects many things, including if the MOOC can be completed at any time, regardless of time and place, or if it is available at certain defined times, what kind of interaction the course can involve (synchronous or asynchronous), and what kind of teaching and assessment methods can be used. Typically, the higher education sector offers fully automated xMOOCs, but there are also some cMOOCs that emphasise interaction and collaborative knowledge building.

Now take a closer look at the features of xMOOCs and cMOOCs and how they appear from the perspective of the teacher and the learner. To scroll the images, click on the arrow on the page. This interactive element is called the H5P Image Slider.
xMOOC cMOO image slider (1).h5p

Learner:
The learner plays an active role in both xMOOCs and cMOOCs. The difference is that in an xMOOC, the learner studies independently and on their individual schedule, whereas in cMOOCs they typically study together with others, share competence, and learn from each other.

Teacher:

In an xMOOC, the teacher plans the learners’ learning process and its assessment fully in advance and typically is not present during the course to facilitate learning in the virtual learning environment. Automated assessment and feedback methods are used. In a cMOOC, the teacher creates a framework for joint knowledge building and interaction and can facilitate the learning process in the virtual learning environment during the course. For example, assessment by the teacher and peer assessment can be used. Consequently, teachers’ resources are allocated differently in xMOOCs and cMOOCs.

Now test yourself! In the H5P Drag and Drop exercise below, you can see if you are able to place key features of xMOOCs and cMOOCs in the correct boxes.
xMOOC cMOOC drag and drop.h5p

Now fill in the type of MOOC in your pedagogical manuscript. Pay attention to at least the following.
- What type of MOOC are you creating? Is it more like an xMOOC (automated) or a cMOOC (interactive)?
- Do you want the MOOC to be available as a continuous course that learners can take regardless of time and place, or one that is available at specific times?
- What is the scope of the course you are creating? (for example, in the European Credit Transfer System ECTS, 1 cr is 27 hours of learner's work)

References

Bates, A. 2015. Teaching in a digital age. Available: https://www.tonybates.ca/teaching-in-a-digital-age/

Pekkarinen, V. 2020. MOOCeja rakentamassa: case SotePeda24/7. Laurea Journal. Available on in Finnish: https://journal.laurea.fi/moocejarakentamassa-case-sotepeda24-7/

Pekkarinen, V. 2021. Rakentaisinko MOOCin vai en? Siinäpä vasta kysymys. Laurea Journal. Available on in Finnish: https://journal.laurea.fi/rakentaisinko-moocin-vai-en-siinapa-vasta-kysymys/#559440e0

Pekkarinen, V. & Tolonen, T. 2022. Automatisoitu, vuorovaikutteinen ja pelillinen – monenlaiset MOOCit opetuksessa. Laurea Journal. Available on in Finnish: https://journal.laurea.fi/automatisoitu-vuorovaikutteinen-ja-pelillinen-monenlaiset-moocit-opetuksessa/#6ea435ce

Pomerol, J.-C., Epelboin, Y. & Thoury, C. 2015. MOOCs: Design, Use, and Business models. E-book. London: Wiley. doi:10.1002/9781119081364

Porter, S. 2015. To MOOC or not to MOOC: How can online learning help to build the future of higher education? Waltham: Chandos Publishing.

Rhoads, R. A. 2015. MOOCs, High Technology, and Higher Learning. E-book. Baltimore: Johns Hopkins University Press.

The xMOOC and CMOOC images and tables in the H5P element were created using the Gamma App.