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An examination of xMOOCs: An embedded single case study based on Conole’s 12 dimensions

TitleAn examination of xMOOCs: An embedded single case study based on Conole’s 12 dimensions
Publication TypeJournal Article
Year of Publication2017
AuthorsKocdar, S., Okur R. M., & Bozkurt A.
PublisherTurkish Online Journal of Distance Education
Start Page52
Pagination52 - 65
Date Published10/2017
Place PublishedEskişehir, Turkey
KeywordsLifelong Learning, massive open online courses, MOOCs, open and distance learning, open universities

This study intends to examine the xMOOCs offered by one of the mainstream MOOC platforms in Conole’s 12 dimensions. For this purpose, the research employed an embedded single case study using heuristic inquiry to collect data. The researchers participated in three xMOOCs and took into consideration the characteristics of these MOOCs by rating them as low, medium or high in terms of Conole’s 12 dimensions. Inter-rater reliability was 92 percent. The study showed that the openness, massiveness, diversity, use of multimedia, communication among learners, learning pathway and amount of reflection dimensions were high. The communication with instructors, degree of collaboration and autonomy dimensions were medium, and the quality assurance, certification, and formal learning dimensions were low. After explaining characteristics of xMOOCs from the perspective of open learning, the study highlighted that xMOOCs dramatically differ with regard to the implementation of the freemium business model to education and course delivery methods. It was concluded that MOOCs are not a new form of learning, but a new form of organizing learning similar to the open university movement, but which promises more flexibility and access than open universities.


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Short TitleTOJDE
Refereed DesignationRefereed
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