More Than a MOOC—Seven Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond

Abstract

Since 2010, Massive Open Online Courses (MOOCs) have been one of the most discussed and researched topics in the area of educational technology. Due to their open nature such courses attract thousands of learners worldwide and more and more higher education institutions begin to produce their own MOOCs. Even the (international) press is full of reports and articles of how MOOCs can revolutionize education. In this chapter, we will take a look from a meta-level. After years of experiences with different MOOCs, we recognize that many MOOCs are used in different ways by teachers, lecturers, trainers and learners. So, there are different learning and teaching scenarios in the background often not visible to the broader public. Therefore, we like to address the following research question: “How can MOOCs be used in Higher Education learning and teaching scenarios and beyond?” In the study, the authors will focus on the seven identified scenarios how particular MOOCs were used for teaching and learning and therefore illustrate, that a MOOC can be “more than a MOOC”. MOOCs are one of the key drivers for open education using Open Educational Resources. The use of open licenses for MOOC resources are the mechanism for potential innovations in learning and teachings scenarios.

Full text

Draft – originally published in: Ebner M., Schön S., Braun C. (2020) More Than a MOOC—Seven
Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond. In: Yu S.,
Ally M., Tsinakos A. (eds) Emerging Technologies and Pedagogies in the Curriculum. Bridging
Human and Machine: Future Education with Intelligence. pp. 75-87 Springer, Singapore,
https://doi.org/10.1007/978-981-15-0618-5_5
1
More than a MOOC - Seven Learning and Teach-
ing Scenarios to Use MOOCs in Higher Educa-
tion and Beyond
Martin Ebner
Orcid.org/ 0000-0001-5789-5296
Sandra Schön
Orcid.org/ 0000-0003-0267-5215
Clarissa Braun
Orcid.org/0000-0003-0626-9038
Abstract
Since 2010, Massive Open Online Courses (MOOCs) have been one of the most dis-
cussed and researched issue in the area of educational technology. Due to their nature
to be open such courses attract thousands of learners worldwide and more and more
higher education institutions begin to produce their own MOOCs. Even the (interna-
tional) press is full of reports and articles of how MOOCs can revolutionize education.
In this chapter, we will take a look from a meta-level. After years of experiences with
different MOOCs, we recognize that many MOOCs are used in different ways by
teachers, lecturers, trainers or learnings. So, there are different learning and teaching
scenarios in the background often not visible to broad public. Therefore, we like to
address the following research question: “How can MOOCs be used in Higher Educa-
tion learning and teaching scenarios and beyond?”. In the study, the authors will focus
on the seven identified different scenarios how particular MOOCs were used for teach-
ing and learning and therefore illustrate, that MOOC can be “more than a MOOC”.

Globalized Online Learning using MOOCs and Innovative Pedagogies
2
In our outlook, we shortly discuss that MOOCs are one of the key drivers for open
education, but that Open Educational Resources – so the use of open licenses for
MOOC resources – are anyway the motor of these potential innovations in learning and
teachings scenarios.
Keywords
MOOC, Inverse Blended Learning, online learning, curriculum, Flipped Classroom

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1 Introduction
Massive Open Online Courses, short MOOCs, are well known for many years and is an
important part of the research area of Technology Enhanced Learning. More than 8
years ago, George Siemens and Stephen Downes started their first online course on
open global online learning (McAuley et al., 2010; Perry, 2010). Just a couple of
months later, famous universities like Stanford, Harvard or MIT attracted thousands of
learners all over the world with their MOOCs on their MOOC platforms (Carson &
Schmidt, 2012). In 2012 we celebrated the “Year of the MOOC” (Pappano, 2012). Due
to Sebastian Thrun, who attracted more than 160.000 participants with his course on
Artificial Intelligence in the summer of 2011, MOOCs gained attention and got wide
publicity (Fred, 2012). Since then an online course with more than 150 participants
(Dunbar number) was called MOOC if the crucial elements were fulfilled: The course
must be open to anyone, online accessible and finally presented within a course frame-
work (start- and end-time of the course, weekly new content etc.).
In parallel, a lot of studies were carried out on how to improve online courses as well
as the learning process (Khalil & Ebner, 2016a; Khalil & Ebner, 2016b). Especially the
phenomena of a high drop-out rate was an issue and got more understandable (Jordan,
2013; Khalil & Ebner, 2014). In recent years the topic “Learning Analytics and
MOOCs” was one of the most investigated ones, due to the MOOCs` nature dealing
with a huge amount of data (Leitner et al., 2017).
In this chapter, we like to go a step further and take a look from a meta-level. In will
show that a MOOC is not always used as a pure ‘online course’. After more than 5
years of experience in development and implementation of MOOCs as well as MOOC
platform provider, we saw different stories behind MOOCs and helped to carry out
different learning and teaching scenarios. We have as well recognized that a single
MOOC is often used in different scenarios by teachers, trainers, lecturers as well learn-
ers. Nevertheless, most of these scenarios are not very visible or transparent from the
public perspective, as e.g. the participation on that learning and teaching approach is
not open to all. Therefore, we like to address the following research question: “How
can MOOCs be used in Higher Education and beyond?”. In the study, we will focus on
learning and teaching scenarios how particular MOOCs were used for teaching and
learning and we will then give practical insights and outcomes.

Globalized Online Learning using MOOCs and Innovative Pedagogies
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2 iMooX – a MOOC platform
iMooX is the first and till now only MOOC platform in Austria. It was founded in 2014
by the University of Graz and Graz University of Technology aiming to bring online
courses to a broad public (Kopp & Ebner, 2015).
Place sreenshot of https://imoox.at here
Figure 1: iMooX – Austrian wide MOOC platform
Figure 1 is a screenshot of the actual start screen of the platform iMooX. Currently,
about 50 different courses are available with a broad range on different topics. Fur-
thermore, more than 15 universities as well as three federal ministries in the area of
German speaking countries in middle Europe are associate partners of the platform.
It is important to note that every course on iMooX uses Open Educational Resources
explicitly, so, each single learning object holds open licenses (creative commons) (Eb-
ner, Lorenz et al., 2016). In contrast to other big MOOC platforms like udacity or edX,
iMooX interprets “open” in the sense of offering Open Education based on open li-
censed learning objects and also does not delete or hide an ended course. So, each
course is also available after its run for self-paced learning.
Each MOOC on iMooX follows more a less the same structure:
• Each MOOC is offered by a number of weekly sections. Usually, a MOOC
lasts 6-10 weeks typically.
• The main content of each MOOC is consisting of a number of learning vide-
os. At least one per week, often more than two.
• Each MOOC offers additionally learning content (presentations, documents or
hyperlinks) for in-depth study.
• Each MOOC holds a discussion forum for the exchange between lecturers and
students or students and students.
• Finally, each MOOC holds a self-assessment for each section. If those are
done with a success rate of at least 75% for each assessment the learner gets a

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certificate for the whole course. Additionally, each week so-called badges can
be earned (Kopp & Ebner, 2017).
It can be summarized, that iMooX offers so-called xMOOCs extensively for years now
and gathered a lot of experiences to implement MOOCs for a broad public in the sense
of Open Education (Neuböck et al., 2015).
3 Research Design
In this research study, we are following a heuristic approach. We have examined all
offered MOOCs done on iMooX since 2010 by conducting interviews with 11 MOOC
experts, which also include instructional designers and platform providers as well as
the corresponding lecturers in winter 2018/2019. We asked them how they finally inte-
grated the MOOC within the corresponding curriculum and learning setting. We also
examined how they embedded the MOOC in their daily teaching practice and how the
MOOC was integrated. Afterwards, we clustered the examples and carried out a typol-
ogy of seven different learning and teaching scenarios of MOOCs.
4 Typology of learning and teaching scenarios
with MOOCs
As a result of the conducted interviews, we clustered the possible ways how MOOCs
were used and tried to get an overall approach. In summary, we found 7 different ways
to use MOOCs for teaching and learning. We therefore identified several features we
used to distinguish diverse types, as face to face phases, MOOC or LMS usage and
final assessment. We used these as well in our visualization of the different learning
and teaching scenarios: Figure 2 points out the legend for the following seven MOOC
types.
See Fig. “legend”
https://www.researchgate.net/publication/337769284_Seven_teaching_and_learning_s
cenarios_with_MOOCs
Figure 2: Legend for MOOC types

Globalized Online Learning using MOOCs and Innovative Pedagogies
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For every MOOC type, we visualized a start and endpoint of the MOOC. Furthermore,
any face-to-face part is pointed out as well as optional assessments to get credits for the
course. “Forum: A/P” indicates either an active discussion forum in which MOOC
participants are explicitly requested to post something in it, or a passive forum which is
only offered if learners have questions or comments on the course. MOOC is the ab-
breviation for Massive Open Online Course and LMS stands for Learning Management
System.
Type 1: The conventional MOOC
The first type of MOOC is a conventional one. It is used as pure online offer; the
MOOC is an online course which reaches a massive amount of people. There is no
further face-to-face interaction and often only mere online tutoring in the background
(see Figure 3). Sometimes, a face-to-face assessment is offered to get formal credits for
the course. Due to the online nature of these courses, many learners can be found there
– in other words the course is characterized by thousands of learners worldwide.
See Fig. “Type 1”
https://www.researchgate.net/publication/337769284_Seven_teaching_and_learning_s
cenarios_with_MOOCs
Figure 3: The conventional MOOC
A sample MOOC for the conventional type on the iMooX platform is for example
“Pocket Code”. This MOOC should help children in the age of 10 to 14 years to learn
how to program a first game on their smartphones. The course itself is – as far we
know – typically used completely online and it took 5 weeks in total to finish it (Grandl
et al., 2018).
Type 2: The Pre-MOOC
In type 2, the pre-MOOC scenario, the MOOC starts and ends before the face-to-face
education. This type of MOOC is used when students (or other learners) need to have
some prior knowledge. This makes it easier for the lecturer to work with them in the
face-to-face session (see Figure 4). In some cases, there was an additional assessment

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before the face-to-face interaction and in some cases the lecturer decided to have it
after she or he held the presence meetings.
See Fig. “Type 2”
https://www.researchgate.net/publication/337769284_Seven_teaching_and_learning_s
cenarios_with_MOOCs
Figure 4: The Pre-MOOC
A sample MOOC on the iMooX platform is the “eMOOCs pre-conference MOOC”.
Here, a new concept for enhancing discussions at a scientific conference was intro-
duced. The ‘best-paper-awarded’ participants were asked to provide a short video
(about 10-15 minutes long) showing their results. Before the conference started, the
videos and additional documents were provided. This concept was then sent out as a
pre-conference MOOC. At the conference, a discussion session was given instead of
classic paper presentation session.
Type 3: The Blended MOOC
The third type of MOOC follows the typical Blended Learning approach, therefore we
name it “Blended MOOC”. It starts with a face-to-face meeting mainly to introduce
learners to each other and is directly followed by a MOOC part. In the middle of the
course, another face-to-face interaction takes place, followed by the second part of the
MOOC. The whole learning scenario finds its round up with the final face-to-face edu-
cation with an optional assessment in the end (see Figure 5)
See Fig. “Type 3”
https://www.researchgate.net/publication/337769284_Seven_teaching_and_learning_s
cenarios_with_MOOCs
Figure 5: The Blended MOOC

Globalized Online Learning using MOOCs and Innovative Pedagogies
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A sample MOOC on the iMooX platform is ‘Climbing with 360-degree videos’ (origi-
nal title in German: ‘Klettern mit 360° Videos’). This lecture followed the traditional
Blended Learning concept. Students get theoretical skills via video at home and are
now prepared for the on-site training. Every week they went to the climbing hall and
trained face-to-face with their teacher at the climbing wall. Students gave a very good
feedback on the MOOC arrangement: they stated that they had more time to practice
climbing right at the wall because they have already done the theoretical parts online
(Gänsluckner et al, 2017).
Type 4: The In-Between MOOC
The in-Between MOOC can be seen as a special form of the Blended MOOC, with the
MOOC as only online phase (see Figure 6). This type seems to be used very often used
in the area of continuing education.
See Fig. “Type 4”
https://www.researchgate.net/publication/337769284_Seven_teaching_and_learning_s
cenarios_with_MOOCs
Figure 6: The In-Between MOOC
Sample MOOC on the iMooX platform is „E-Learning & Law“ (original title in Ger-
man „E-Learning & Recht“) where students got an offline introduction session on the
topic for about 8 hours. Afterwards they had to do the MOOC and also the offered self-
assessment with additional exercises. A final presentation of their results was done two
weeks after the end of the MOOC.
Type 5: The Inverse-Blended MOOC
The Inverse-Blended-Learning MOOC is following the design approach of ‘Inverse
Blended Learning’ (IBL) which is the opposite of Blended Learning. Instead of en-
hanced face-to-face education with online events, IBL enriches online course with
face-to-face meetings by offering additional offline learning events on a regular basis.
The offline sessions are not arranged like typical classroom lessons (see Figure 7).
They should be a place for exchanging learned issues during the MOOC. This ap-
proach should help that learners can get guided training sessions to reflect on their

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knowledge and skills. Typically, these sessions are held offline in very small groups all
over the world. In some cases, learners also used online webinar tools to participate in
these “offline“- sessions.
See Fig. “Type 5”
https://www.researchgate.net/publication/337769284_Seven_teaching_and_learning_s
cenarios_with_MOOCs
Figure 7: The Inverse-Blended MOOC
A sample MOOC on the iMooX platform is “AEmooc – a digital tool for trainers in
adult education” (original title in German “EBmooc – Digitale Werkzeuge für Erwach-
senenbildnerInnen”). In this case more than 40 different accompanying offline learning
events were offered at different locations in German speaking areas. The events differ
arbitrarily in frequency (from weekly to occasionally), in duration (from half an hour
up to two hours), in costs (5-299€) as well as in terms of content (from repetition to
reflection of the content) (Ebner et al., 2017).
Type 6: The Flipped MOOC
The Flipped MOOC mainly follows the teaching scenario of flipped or inverted class-
room (Li et al., 2015). Students study the content of the lecture at home by regularly
using a MOOC as learning tool. After watching the videos, they come back to class for
discussions, practical examples and exercises. A final examination can be done if nec-
essary (see Figure 8). The Flipped MOOC could as well be seen as a variation of Type
3, a blended MOOC, with a focus on a special didactical approach: the MOOC is used
for sharing knowledge to get room and time to apply, train or discuss these within the
face-to-face meetings. Nevertheless, we see not so clear offline and online phase for
Flipped MOOCs, as typically MOOC and face-to-face settings are used as parallel
offers and not phases.
See Fig. “Type 6”
https://www.researchgate.net/publication/337769284_Seven_teaching_and_learning_s
cenarios_with_MOOCs

Globalized Online Learning using MOOCs and Innovative Pedagogies
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Figure 8: The Flipped MOOC
A Sample MOOC on the iMooX platform is the MOOC “Entrepreneurship for Engi-
neers“. Therefore, the lecture content was prepared by using videos in presentation
style as well as interviews with experts. Students watched the whole MOOC at home
and came to class every week to discuss their personal experiences with the lecturer,
asking questions or giving feedback.
Type 7: The Lecture MOOC
This last MOOC typology is typically used in university lectures, where the MOOC
itself is used as the online resource and a second system for the tasks. In order to get
grades the students have to do tasks which they also find online. Sometimes the MOOC
is interrupted with face-to-face events and if necessary there can be a final examination
in the end (see Figure 9).
See Fig. “Type 7”
https://www.researchgate.net/publication/337769284_Seven_teaching_and_learning_s
cenarios_with_MOOCs
Figure 9: The Lecture MOOC
A sample MOOC on the iMooX platform is “Social Aspects of Information technolo-
gy” (original title in German “Gesellschaftliche Aspekte der Informationstechnolo-
gie“). In this lecture a MOOC was done by providing interviews with experts as
MOOC content on a weekly basis. The students watched the videos for 10 weeks and
wrote short essays about the MOOC’s topics in parallel with it. The essays have been
uploaded to the university wide learning management system. Here, the whole lecture
description, a discussion forums and further support have been given to the students for
further studies. In the end, students also had to upload the final certificate which veri-
fies successful participation in the MOOC. The final grades were given by additionally
grading the essays. Typically, this scenario of a MOOC only works for students at a
particular university, where they are currently enrolled. Of course, external participants
can use the MOOC in the conventional mode (type 1).

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5 Summary and Discussion
Within this contribution we presented a typology of MOOC integration in current edu-
cational scenarios from higher education and beyond. We therefore identified the fol-
lowing seven types
• Type 1: The conventional MOOC – a pure online course for many users
• Type 2: The Pre-MOOC – an online course as preparation for a following
learning event
• Type 3: The Blended MOOC – a MOOC that is integrated in between several
face-to-face learning events
• Type 4: The In-Between MOOC – is a special form of type 3, where the
MOOC is in-between two face-to-face-events
• Type 5: The Inverse-Blended MOOC – a type of MOOC which is enriched by
face-to-face meetings and events
• Type 6: The Flipped MOOC –a MOOC is used to flipped/inverted classroom
concept: the MOOC prepares parallel for the face-to-face phases which are fo-
cused to discuss, train or apply knowledge.
• Type 7: The Lecture MOOC – is accompanied by online activities in the LMS
of an educational organization, which allows e.g. additional non-public discus-
sions and tests.
Of course, this new typology of MOOC application in educational scenarios is only a
description of all potential usages. We see e.g. that in several of the types the face-to-
face meeting could be as well organized as an online meeting for a certain group (in an
LMS, e.g.). But we tried to focus to develop an overview of types, which does not
describe any potential application but describes typical (new) usages of MOOCs in
learning and teaching scenarios. This includes the possibility for needed changes and
adaption of this typology in future.
To sum up, we as well provided insights and examples that MOOCs are not only and
always conventional MOOC, even if there is no obvious different scenario or integra-
tion in higher education (or other educational sectors) visible at a first sight (e.g. the
MOOC platform). So, we showed that a MOOC is in many cases “more than a
MOOC”.

Globalized Online Learning using MOOCs and Innovative Pedagogies
12
6 Outlook: MOOCs and OER as driver and motor
for new HE learning and teaching scenarios
To put it in other words, we learned that the lecturers use the MOOCs in many differ-
ent ways and situations. This brings flexibility in their teaching because different learn-
ing scenarios with different learning and teaching scenarios e.g. Flipped Classroom,
Inverse Blended Learning, can be used. Can MOOCs be seen as drivers to innovate
learning and teaching scenarios?
For us, this is a very obvious thing. The existence of these open and public available
offers allows a lot of other usages as well as integrations in educational settings – even
with the same MOOC, e.g. by several organizations (e.g. universities) or within several
branches (e.g. adult education as well as higher education) as well within several sce-
narios (e.g. as in-between MOOC and pre-MOOC).
MOOCs should therefore not only be reduced as online available course materials, as
the MOOC as well have the feature of a public available resource. Each MOOC is
available to the general public. This is a nice add-on for learners, as e.g. discussions
include potentially more perspectives, including international perspectives or interdis-
ciplinary exchanges.
Of course this is a interesting feature for the lecturer and hosting organization as well:
If a lecturer wants to spread her/his knowledge a MOOC allows a very fast knowledge
transfer from university to those who are interested in it. When we think about the
European Bologna process and the idea to guarantee a fast and uncomplicated ex-
change of students, MOOCs will be highly enabling this transfer. In a whitepaper about
‘Digital Bologna’, MOOCs are playing an important role there.
Nevertheless, base of most of our described usages was not only because the MOOC
was available. Copyright restrictions e.g. challenges a lot of these scenarios. So, we
need to emphasize, that iMoox’ Open Educational Resources approach is such an ena-
bler for many of new scenarios, especially if they are not provided by the original
MOOC developers (and copyright holders). The open licenses allow to reuse any con-
tent anywhere. We saw that with more a less the same content different MOOC usages
were provided. So, OER can be seen as an motor for the development of this (and po-
tential future) new scenarios in higher education (see Ebner, Kopp et al., 2016).

13
It can be summarized that MOOCs have a very high potential to assist not only mere
online learning situations but also to assist a mix between face-to-face and online learn-
ing scenarios. If the content is also available as Open Educational Resources, the ex-
change in between other institutions and usage of external organization becomes rather
simple and legal – OER works as motor. MOOCs can be a great driver for open educa-
tion in a long run.
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Author Biography
Adjunct Prof Dr. Martin Ebner is currently head of the Department Educational Technology
at Graz University of Technology and therefore responsible for all university wide e-
learning activities. He holds an Adjunct Prof. on media informatics (research area:
educational technology) and works also at the Institute for Interactive Systems and
Data Science as senior researcher. His research focuses strongly on seamless learn-
ing, learning analytics, open educational resources, making and computer science for
children. Martin has given a number of lectures in this area as well as workshops and
keynotes at international conferences. For publications as well as further research
activities, please visit his website: http://martinebner.at
Dr. Sandra Schön is Senior Researcher and Project Manager within the InnovationLab at
Salzburg Research Forschungsgesellschaft (Salzburg, Austria). She studied educa-
tional science, psychology and computer science at the Ludwig-Maximilians-
University in Munich (M.A. 2000, PhD in educational research 2007). Since 2006 she
works at Salzburg Research in (inter-)national projects as project manager as well as
researcher. Sandra has already co-organized several online courses (MOOCs) as
OER (open educational resources): the MOOC GOL14, a start for online learners,
with more than 3.000 participants got the Austrian State Prizes for Adult Education
2015; the COER13 about OER got the German OER Award 2015. She also co-
organized the first online course about “Making with children” in 2015 where more
than 600 teacher and educators from German speaking countries participated. See
more at: http://sandra-schoen.de
Clarissa Braun is currently working at the Department Educational Technology at Graz
University of Technology. She is part of the Team ‘Instructional Design’ and works as
project member in the field of e-didactics. At Eberhard Karls University of Tübingen
she studied social education, psychology and English (Staatsexamen) and is a for-
mer teacher in adult education and in school.