MOOCs have grown
overtime into three different distinctions: xMOOCs, cMOOCs, and quasi-MOOCs.


XMOOC is an old
fashioned type, where the teacher is the professional and the learner is the consumer.
An xMOOC possesses an outdated view of knowledge based on the “hub and spoke”
model, where the hub is the teacher and the spokes lead to the students. These
courses mostly contains little outdoor materials, and mirror traditional
learning by using video lectures and quizzes (McGreal, Kinuthia, Marshall,
& McNamara, 2013).

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A cMOOC is
based on a connectivist pedagogical model, and the courses offered by Siemens
and Cormier were cMOOCs (King & Nanfito, 2013). cMOOCs are usually open and
decentralized with restricted structure. Learners are autonomous and see
knowledge as reproductive with a focus on sharing and connecting with other members
through blogs, forums, and an LMS (McGreal et al., 2013).


 A quasi-MOOC is a third type that provides
web-based materials as open educational resources (OER). This MOOC type aims to
enhance specific learning tasks and provides tiny or no social interaction, (McGreal
et al., 2013).


According to R.
Kop, learning within MOOC is enhanced by four main kinds of


Aggregation, variability of resources to work and after
reading, watching or listening to some information, the student will reflect
and make connection to what he or she knows before or to earlier the course.

after this reflection and understandable process, learners will create
something by themselves by using any facility available on the Internet, such
as Flickr, Second Life, Yahoo Groups, Facebook, YouTube, iGoogle, NetVibes,

Sharing, students will discuss their contributions
with others on the network. This involvement in activities is accepted to be
important in learning (Kop, 2011).


MOOC courses for instructor proficient improvement, there are still
a considerable measure to improve the situation the readiness of expert, viable
and helpful instructor training courses. The present online instructor training
courses are excessively broad, and can’t address the issues of educators with
various attributes, different disciplines, or diverse locale, which bargains
their instructive effectiveness and impact.

The long-term adequacy and supportability of MOOC are as yet
begging to be proven wrong, in any case, as most scientists assent, MOOC do
have long-term impact on the instructor proficient improvement instruction.
China government requires, in its 2015-2020 nation educator preparing program,
to collect what’s more, use high -quality expert improvement assets to address
the issues of nation educator preparing through pursuing and creating on the
web educational module and generative preparing educational module with awards
from the legislature. The accomplishment of MOOC relies upon the essential
training foundations’ acknowledgment and its viability in educator proficient
advancement. Should the course accreditation what’s more, credit acknowledgment
issue tackled, MOOC have huge preferred standpoint over customary classes. The
achievement of MOOC is expectable. The use of MOOC in instructor proficient
advancement will most likely bring common advantage to both instructors and MOOC.
Instructors can get high-quality instructor proficient advancement for nothing,
and MOOC can extend its clients through the assistance of instructors. Be that
as it may, we still need time to see whether the two instructors and business
establishments can discover shared benefit. The use of MOOC in instructor
proficient improvement is still in the exact stage, and test information
investigation is required for additionally look into. Also, cMOOC system and
institutionalized learning accreditation did not bring perfect results, which
still needs assist examination.


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