You are here:

Designing and Delivering MOOCs that Fit all Sizes

, , , , Politecnico di Milano, Department of Electronics, Information and Bioengineering (DEIB), Italy

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


This papers describes an innovative methodology, iMOOC, for designing and delivering online courses that can be highly customized. The goal is to make the learning experience corresponding, as much as possible, to the profile of each learner, to her specific needs and context.
An example of actual design, partially funded within the EIT Education program, is also provided as evidence of how the methodology works.


Casola, S., Di Blas, N., Paolini, P. & Pelagatti, G. (2018). Designing and Delivering MOOCs that Fit all Sizes. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 110-117). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from .

View References & Citations Map


  1. Bonk, C.J., & Lee, M.M. (2017). Motivations, achievements, and challenges of self-directed informal learners in open educational environments and MOOCs. Journal of Learning for Development-JL4D, 4(1).
  2. Bush, V. (1945). As we may think. The atlantic monthly, 176(1), 101-108.
  3. Bush, V. (1991, December). Memex revisited. In From Memex to hypertext (pp. 197-216). Academic Press Professional, Inc.
  4. Chou, C.Y., Lai, K.R., Chao, P.Y., Lan, C.H., & Chen, T.H. (2015). Negotiation based adaptive learning sequences: Combining adaptivity and adaptability. Computers& Education, 88, 215-226.
  5. Davis, D., Jivet, I., Kizilcec, R.F., Chen, G., Hauff, C., & Houben, G.J. (2017, March). Follow the successful crowd: raising MOOC completion rates through social comparison at scale. In LAK (pp. 454-463).
  6. Halawa, S., Greene, D., & Mitchell, J. (2014). Dropout prediction in MOOCs using learner activity features. Experiences and best practices in and around MOOCs, 7.
  7. Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, 15(1).
  8. Khalil, H., & Ebner, M. (2014, June). MOOCs completion rates and possible methods to improve retention-A literature review. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (Vol. 1, pp. 1305-1313)
  9. Kizilcec, R.F., Piech, C., Schneider, E. (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In LAK '13, pages 170-179. ACM, 2013
  10. Littlejohn, A., Hood, N., Milligan, C., Mustain, P. (2016). Learning in moocs: Motivations and self-regulated learning in moocs. The Internet and Higher Education, 29:40-48
  11. Margaryan, A., Bianco, M., Littlejohn, A. (2015). Instructional quality of MOOCs. Computers& Education, 80:77–83
  12. Marsick, V.J., & Watkins, K.E. (2001). Informal and incidental learning. New directions for adult and continuing education, 2001(89), 25-34.
  13. Shah, D. (2016, December 25). By the numbers: MOOCs in 2016. Class Central. Available from:

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact