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Coventry University (UK) has been named as the world's best university for its provision of Massive Open Online Courses or "MOOCs" in MoocLab's World University Rankings by MOOC Performance 2021. Via MoocLab 
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Stanford University’s online Machine Learning course on Coursera, stands out from the rest by the sheer volume of learners who have enrolled Via MoocLab
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The demand for online courses is exploding right now. Here's why completion rates in online courses are so low, and why they don't matter. Via Miloš Bajčetić, Jim Lerman
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![Learning in MOOCs: The [un]democratisation of learning | Distance Learning, mLearning, Digital Education, Technology | Scoop.it](https://img.scoop.it/o2noGhGk9_6778cLZSWOPDl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
"Massive open online courses have been signaled as a disruptive and democratizing force in online, distance education. This position paper critiques these claims ,…" ©
Via Leona Ungerer, Ines Bieler
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The recent emergence of Massive Open Online Courses, commonly known as MOOCs, is revolutionizing the online education world and is having a profound impact on higher education. With the growing adoption of MOOCs, the number of MOOC providers has also increased many folds. Below is a comprehensive and up-to-date list of MOOC providers; might be helpful to all interested. Via Dr. Stefan Gruenwald
Usein González's curator insight,
January 14, 2014 9:51 PM
Una de las nuevas metodologías de aprendizaje colaborativo está tomando fuerza a nivel mundial mi experiencia en estos cursos son muy didacticos, excelentes videos de apoyo y bien documentados.
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Abstract: We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and their instructional design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design principles. However, most MOOCs scored highly on organisation and presentation of course material. The results indicate that although most MOOCs are well-packaged, their instructional design quality is low. We outline implications for practice and ideas for future research. Via Peter B. Sloep, Mark Smithers
Peter B. Sloep's curator insight,
November 17, 2014 4:18 PM
For anyone with even the vaguest of interests in MOOCs, this is a particularly useful article (in Computers & Education) as it contains the data on an extensive survey of the pedagogical (instructional) qualities of MOOCs. The paper is relatively short and makes for an easy read. For those who want the main conclusions, here they come. 76 MOOCs were scanned, 50 xMOOCs, 26 cMOOCs, using an instrument that contains items derived from Dave Merrill's five first principles of instruction and five more principles derived from the literature more generally. Of the 72 points that any one MOOC that was examined could, none scored higher than 28. The xMOOCs ranged from 3 to25 points, the cMOOCs from 3 to 28. So the xMOOCs score negligibly better only, in spite of the widely held belief that cMOOCs are the pedagogically superior kind. Although the survey logs the situation in 2013, I can't imagine that in a years' time things have significantly improved. So by and large, the conclusions still hold. These figures then bode ill for the wild plans of the past that MOOCs can replace most existing universities (Sebastian Thrun), falsifies Daphne Koller's claim that Coursera MOOCs are built on sound pedagogical principles, and puts and end the wide-spread fallacy that elite universities necessarily breed top level courses. They corroborate claims made by Tony Bates, which I have echoed here and elsewhere, that MOOCs ignore decades of research in technology-enhanced learning, indeed in instructional design tout court. @pbsloep 
Mariano Rico's curator insight,
November 20, 2014 8:43 AM
Back to basic formation design. We learn by doing
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Discover the universities that have offered the best provision through MOOCs to help those impacted by the cornoavirus pandemic. Via MoocLab
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The 2018 OpenupEd Trend Report on MOOCs This is a report by various experts on current trends on Massive Open Online Courses (MOOCs) especially focussing on Europe. MOOCs are offered online only, providing massive and open learning opportunities for all, promoting engagement in the knowledge society. Investments in and the uptake of MOOCs are more and more significant worldwide. MOOCs, and open education in general, are providing new learning opportunities Via Elizabeth E Charles
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OpenupEd is, worldwide, one of the largest MOOC providers for higher education. We consider MOOCs (Massive Open Online Courses) to be: online courses designed for large numbers of participants,that can be accessed by anyone anywhere as long as they have an internet connection,are open to everyone without entry qualifications, and offer a full/complete course experience online for free. Via Elizabeth E Charles
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The study of open education practice has shown how open educational resources (OER)— freely available materials that can be downloaded, distributed, adapted, and openly shared to better serve all students (see box)—accelerates systemic change in curriculum and instruction, as well as enhanced learning for students by embedding participatory processes of content collaboration and sharing into the evaluation and use of these resources.
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Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.. Via Anne Whaits, Judi Singleton
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Article: Designing for Educational Technology to Enhance the Experience of Learners in Distance Education: How Open Educational Resources, Learning Design and Moocs Are Influencing Learning Via Mark Smithers
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Via Mark Smithers
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