Conceptualizing Formal And Informal Learning In Moocs As Activity Systems

This article considers formal and informal learning activities in massive open online courses (MOOCs). MOOCs are often broadly positioned as either cMOOCs (based on connectivistic pedagogies) or xMOOCs (based on cognitivistic/behavioristic pedagogies). In a recent International Review of Research in Open and Distance article, Anders (2015) proposed a tripartite scheme for placing MOOCs on a continuum from content-based (xMOOCs) to community/task-based (cMOOCs) to network-based hybrids. Anders’ model is based on a meta-analysis of literature-based case studies of existing pedagogical approaches in MOOCs. In contrast, our in situ case study examined an emergent, hybrid MOOC design. The study shared in this article is focused on establishing the presence of both formal and informal learning activities in a network-based hybrid approach to MOOC design. The establishment of these two activity systems extended to include opportunities for boundary crossings between them. An outcome is a cultural-historical activity theory-informed model that extends commonly used and recognized MOOC typologies.