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MOOCs (. (Literature concerning MOOCs (Conceptual Framework (Methods of…

- - - - According to the article, Clark described MOOCS regarding their pedagogical functions. SynchMOOCs will utilize a set course schedule. According to the article, the schedule facilitates student motivation, cohorts and access to the course instructor. AsynchMOOCs do not utilize a set schedule which increases flexibility for learners. The article states that transferMOOCs transfer traditional courses to a MOOC format but utilize institutional recognition to promote the course. The article describes adaptiveMOOCs as MOOCs that utilize analytics and prerequisets to adapt the course to the learners. MadeMOOCs utilize peer-to-peer interaction to increase skill sets concerning distance-learners. MiniMOOCs utilize a short time-frame but maximize learning within the time-frame. The article describes connectivistMOOCs requirement to "Focus on networked learning" and to create a product prior to course conclusion. The article describes groupMOOCs as courses that promote collaboration. Learners are reassembled into various groups throughout the course and each group contains a mentor . Blackmon, S. J. & Major, C. H. (2017). Wherefore art thou MOOC?: Defining massive open online courses. Online Learning, 21(4), 195-221.
      - The article references Siemans categorization of MOOCS as cMOOCs and xMOOCS in reference to their pedagogical methodologies. CMOOCs are based on connectivism and xMOOCS are based on traditional pedagogy and university courses. Blackmon,S. J. & Major, C. H. (2017). Wherefore art thou MOOC?: Defining massive open online courses. Online Learning, 21(4), 195-221.
      - The article also references Conole's categorization of MOOCs as low , medium and high in reference criteria such as levels of autonomy, diversity and collaboration. Blackmon,S. J. & Major, C. H. (2017). Wherefore art thou MOOC?: Defining massive open online courses. Online Learning, 21(4), 195-221.
      - Methods of research concerning the article
        
        According to the article, the research questions were, " Along what lines do MOOCs differ from each other? and What patterns of offerings are evident in the data? " The article states that typology was utilized to classify MOOCs by organizational, technological and pedagogical characteristics. Blackmon,S. J. & Major, C. H. (2017). Wherefore art thou MOOC?: Defining massive open online courses. Online Learning, 21(4), 195-221.
        
        Data sources for the article
        
        Maximum variation sampling was utilized to locate sample courses. Courses were selecting in varying fields of various size for their ability to fill multiple categories and resulted in the selection of thirty MOOCs. Blackmon,S. J. & Major, C. H. (2017). Wherefore art thou MOOC?: Defining massive open online courses. Online Learning, 21(4), 195-221
        
        Data Analysis
        
        According to the article, typology was applied to individual courses by analyzing qualitative data and keywords. Numerous data sources from numerous MOOC providers were utilized to insure the trustworthiness of information.Blackmon,S. J. & Major, C. H. (2017). Wherefore art thou MOOC?: Defining massive open online courses. Online Learning, 21(4), 195-221.
        
        Results of research
        
        The results related to affiliation (organization) report there are a number of sources for MOOCs but several of them partner with universities including non-U.S. universities. The research also reported that no MOOCs included in the study provided information related to class size . The research regarding accessibility reported that some MOOCs gave the opportunity to receive credentials but lacked corresponding financial information. Learners who choose to audit a course had limited access to graded components of the course. The research also presented MOOCs with limited openness due to specific languages utilized in the course. The research concerning duration reported varied time-frames form two-fifteen weeks in duration and two courses reported unlimited time duration. All of the MOOCs were asynchronous but the MOOC MOOC utilized synchronous components within the course. XMOOCs and cMOOCs were divided and some xMOOCs were noted for their use of connections within the course. In relation to content , only two courses utilized emerging content while the rest had fixed content . The research concerning structure reported that two MOOCs had adaptive structure with the majority utilizing linear design. Only four MOOCs presented as student-centered courses with the majority remaining teacher-centered with learner contributions. Only two courses utilized innovative pedagogy with the majority utilizing traditional methodology. Blackmon,S. J. & Major, C. H. (2017). Wherefore art thou MOOC?: Defining massive open online courses. Online Learning, 21(4), 195-221.
        
        Discussion
        
        According to the article, typologies indicated patterns such as company produced courses utilization of similar pedagogy and course content due to platform limitations. Openness of courses were specified as one time being free and now the free option to audit limits the learners' access to graded assignments, assessments and probably connectivity. Categorization of MOOCs presented as difficult and revealed variations in structure that require further discussion. It was recognized that providing a target size for the class can assist course design and decision making for the learner. With the option to provide credentialing, more information about the course will need to be provided to the learner and potentially their employer. Blackmon,S. J. & Major, C. H. (2017). Wherefore art thou MOOC?: Defining massive open online courses. Online Learning, 21(4), 195-221.
        
        Conclusion
        
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