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MOOC.org is an extension of edX.org, a leader in online courses. Whether you're interested in learning for yourself, leveraging online courses to educate your workforce, or creating a MOOC, edX can help.

Massive Open Online Courses (MOOCs) are free online courses available for anyone to enroll. MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality educational experiences at scale.

Mooc Courses

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MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality online learning to anyone, anywhere. Use the filter below to browse from over 3,000 online courses offered on edX.org

Online learning is a booming industry. In 2020 alone, more than 180 million learners participated in massive open online courses, more commonly known as MOOCs. These free courses are available in nearly any subject area and are available to anyone, from high school students to retirees.

Many workers are changing industries completely, often moving into tech fields like web development or data science. Education is always the first step in this case, and free online courses are excellent resources.

The best way to learn whether people take a platform seriously is to look at student reviews. Some platforms and courses include testimonials on the course page, but these will always be curated by the site.

Thanks to online certification courses, you can pursue a specialization while still attending school full-time or working. That specialization gives you an edge and helps you qualify for higher-level positions, promotions, or clients.

A massive open online course (MOOC /muk/) or an open online course is an online course aimed at unlimited participation and open access via the Web.[1] In addition to traditional course materials, such as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and teaching assistants (TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in distance education,[2] first introduced in 2008,[3] that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC".[4][5][6]

Other cMOOCs were then developed; for example, Jim Groom from The University of Mary Washington and Michael Branson Smith of York College, City University of New York hosted MOOCs through several universities starting with 2011's 'Digital Storytelling' (ds106) MOOC.[23] MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded existing distance learning offerings (e.g., podcasts) into free and open online courses.[24]

As MOOCs developed with time, multiple conceptions of the platform seem to have emerged. Mostly two different types can be differentiated: those that emphasize a connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, several early adopters of the platform proposed the terms "cMOOC" and "xMOOC".[31][32]

In the fall of 2011, Stanford University launched three courses.[47] The first of those courses was Introduction Into AI, launched by Sebastian Thrun and Peter Norvig. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by Andrew Ng and Jennifer Widom. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and Daphne Koller and Andrew Ng launched Coursera.[48]

In September 2013, edX announced a partnership with Google to develop MOOC.org, a site for non-xConsortium groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure.[51] The Chinese Tsinghua University MOOC platform XuetangX.com (launched Oct. 2013) uses the Open edX platform.[52]

By November 2013, edX offered 94 courses from 29 institutions around the world. During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics.[56] Udacity offered 26 courses. The number of courses offered has since increased dramatically: As of January 2016, edx offers 820 courses, Coursera offers 1580 courses and Udacity offers more than 120 courses. According to FutureLearn, the British Council's Understanding IELTS: Techniques for English Language Tests has an enrollment of over 440,000 students.[57]

A range of courses have emerged; "There was a real question of whether this would work for humanities and social science", said Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and science courses[59] even though the corresponding completion rates are lower.[10]

In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist.[60] The course has been offered recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki.[60][61] At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there have been over 8000 participants in their MOOCs altogether.[62]

In May 2013, Coursera announced free e-books for some courses in partnership with Chegg, an online textbook-rental company. Students would use Chegg's e-reader, which limits copying and printing and could use the book only while enrolled in the class.[75]

Startup Veduca[79] launched the first MOOCs in Brazil, in partnership with the University of So Paulo in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and Andr Leme Fleury.[80] In the first two weeks following the launch at Polytechnic School of the University of So Paulo, more than 10,000 students enrolled.[81][82]

Jonathan Haber focused on questions of what students are learning and student demographics. About half the students taking US courses are from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. Video lectures followed by multiple choice questions can be challenging since they are often the "right questions". Smaller discussion boards paradoxically offer the best conversations. Larger discussions can be "really, really thoughtful and really, really misguided", with long discussions becoming rehashes or "the same old stale left/right debate".[99]

MIT and Stanford University offered initial MOOCs in Computer Science and Electrical Engineering. Since engineering courses need prerequisites so at the outset upper-level engineering courses were nearly absent from the MOOC list. By 2015, several universities were presenting undergraduate and advanced-level engineering courses.[100][101][102]

Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Georgia Tech professor Karen Head reports that 19 people work on their MOOCs and that more are needed.[105] The platforms have availability requirements similar to media/content sharing websites, due to the large number of enrollees. MOOCs typically use cloud computing and are often created with authoring systems. Authoring tools for the creation of MOOCs are specialized packages of educational software like Elicitus, IMC Content Studio and Lectora that are easy-to-use and support e-learning standards like SCORM and AICC.

Much research has investigated why students drop out of MOOC courses or what factors could contribute to them dropping out. For example, Carolyn Ros et al. (2014)[118] investigate how three social factors make predictions on student attrition, for students who participated in the course discussion forum. The authors found that students who serve as authorities in the community seem to be more committed to the community and thus less inclined to drop out the course. In addition, students who actively participated in the course since the first week were 35% less likely to drop out of the course, compared with the average population. Lastly, the analysis of the patterns of attrition in a sub community showed that attrition was related to the engagement of the particular students with one another. One interpretation of this finding according to Ros et al. (2014)[118] is that while participating in MOOCs, students create virtual cohorts who progress and engage with the material in similar ways. Thus, if students start dropping out, then that might cause other students to drop out as they might perceive the environment as less supportive or engaging without their peers.

One online survey published a "top ten" list of reasons for dropping out of a MOOC.[120] The list involved reasons such as the course required too much time, or was too difficult or too basic. Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack of a proper introduction to course technology and format, clunky technology and abuse on discussion boards. Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material.[10] Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential. Other reasons for the poor completion rates include the workload, length and difficulty of a course.[10] In addition, some participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times.[121] 2351a5e196