Breaking Sequentiality: An Interactive MOOC

One of the common weaknesses of Massive Online Open Courses (MOOCs) is their lack of interactivity with the learning materials. Where MOOCs do offer learning materials with a degree interactivity, this is usually limited to single content items. In any case, even interactive learning materials are generally constricted within a sequential order that is often subject to a strict schedule. Sequentiality and scheduling restrict the autonomy of the learner in choosing how and when to consult the learning materials and engage in the learning activities. However, changing the sequential and scheduled approach of traditional MOOCs poses educational, methodological and technological challenges for designers, instructors and learners. This contribution proposes an Interactive MOOC (I-MOOC) prototype, based on hypervideo and learning activities that are not bound to a precise timing or a specific sequentiality. The purpose of the I-MOOC is to offer participants autonomy in deciding their schedules and customizing their own learning paths. The I-MOOC provides various levels of interactivity: with the learning materials through hypermedia; between peers; and with the instructors. This paper illustrates the e-learning model underpinning the design of the I-MOOC, the multi-platform architecture that supports it, and the reactions of the users who participated in an initial pilot evaluation.