You are here:

Lessons Learned While Designing and Implementing a Multiple Pathways xMOOC + cMOOC PROCEEDINGS

, , University of Texas at Arlington's LINK Research Lab, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


While most Massive Open Online Courses (MOOCs) are typically divided into xMOOCs and cMOOCs, a few instructors are already combining the two paradigms. This paper will discuss the issues surrounding the design and implementation of the edX Data, Analytics and Learning course. This course combined the instructivism of xMOOCs with the connectivism of cMOOCs. The goal of this design was to allow students to choose from multiple pathways through the content and activities. This paper focuses on lessons learned as well as how to proceed in shaping the future of this emerging course structure.


Crosslin, M. & Dellinger, J. (2015). Lessons Learned While Designing and Implementing a Multiple Pathways xMOOC + cMOOC. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 250-255). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2018 from .

View References & Citations Map


  1. Arasbozkurt. (2014, October 24). MOOCs start with chaos, natural selection and what is left: self-directed learners... A quest for learning #dalmooc [Twitter post]. Retrieved from
  2. Cicchini, E.B. (2014, October 31). Duality of instructional design in the DALMOOC {Weblog]. Retrieved from
  3. Cpjobling (2015, January 13). @francesbell DALMOOC turned out to be more xMOOC than cMOOC but I don't think @gsiemens expected it to turn out that way. #dualmooc. [Twitter post]. Retrieved from
  4. Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 3.
  5. Downes, S. (2013, October). Connective knowledge and open resources [Weblog]. Retrieved from:
  6. Gsiemens. (2014, October 23). From the #dalmooc discussion forum: "Wow, this is one of the worst MOOCs I've participated in" [Twitter post]. Retrieved from
  7. Kilgore, W. (2014, October 20). #DALMOOC-day zero [Weblog]. Retrieved from
  8. Koutropoulos, A. (2014, October 31). DALMOOC, episode 1: In the beginning [Weblog]. Retrieved from
  9. Mackness, J., Mak, S., & Williams, R. (2010). The ideals and reality of participating in a MOOC. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. De Laat, D. McConnell& T. Ryberg (Eds), Proceedings of the 7th International Conference on Networked Learning 2010 (pp. 266-275). Retrieved from
  10. Onyesolu, M.O., Nwasor, V.C., Ositanwosu, O.E., & Iwegbuna, O.N.. (2013). Pedagogy: Instructivism to socio-constructivism through virtual reality. International Journal of Advanced Computer Sciences and Applications, 4(9), 40-47.
  11. Ross, J., Sinclair, C., Knox, J., Bayne, S., & Macleod, H. (2014). Teacher experiences and academic identity: The missing components of MOOC pedagogy. MERLOT Journal of Online Learning and Teaching, 10(1), 56-68.
  12. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
  13. Siemens, G. (2012, July 25). MOOCs are really a platform [weblog]. Retrieved from
  14. Tdharfield. (2015, January 18). @grandeped What I am claiming in my post is that your dual-layer approach is not an either/or situation, but is connectivist at its core. [Twitter post]. Retrieved from

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