Based on direct observation of the most popular courses on the edX platform (sample taken in November 2020, including titles from Harvard, IBM, ETS, and the University of Queensland), this article identifies a clear pattern: the dominant audiovisual material replicates the traditional lecture in video format.
The authors show how courses such as Data Science, R Basics (Harvard, 552,278 enrollments) or IELTS Academic Test Preparation (University of Queensland, 1,133,797 enrollments) contain modules of widely varying lengths, from 1h 26m to more than 24h in some cases, yet the vast majority consist of videoconferences or “video notes.” Even when closer alternatives emerge (for instance, Rhetoric, where the professor records in a live classroom), the result remains essentially the transposition of the lecture hall onto a digital medium.
From this finding, the authors derive two practical conclusions. On the one hand, they acknowledge the undeniable pedagogical value of MOOCs: they enable massive access to expertise that would otherwise remain unreachable for large segments of learners. On the other hand, they note that many materials underutilize the expressive possibilities of the audiovisual medium: meaningful animations, substantive dramatizations, and relevant interviews are scarce, while interactive formats (hypervideos, embedded quizzes) that could foster more dialogic learning are rarely employed.
The authors also highlight a structural paradox: while technology affords interactivity, implementing it at scale with hundreds of thousands of students proves costly and complex. For this reason, platforms often rely on simple, scalable solutions: “traditional” videos supplemented by forums.
Ultimately, the article argues that improving MOOCs is less a matter of pure technical innovation than of instructional design. The authors propose developing materials as micro-videos focused on learning objectives, sequencing demonstrations with practice challenges, offering synchronous activities for small cohorts, embedding formative assessments, and creating interactive audiovisual components that demand decision-making. They also emphasize the importance of segmenting audiences: a professional seeking reskilling does not require the same format as a casual learner.
Rather than sacrificing scale for interactivity, the authors suggest exploring hybrid models—tutored cohorts within massive courses, “pro” modules with personalized feedback, peer-to-peer learning networks—and pose as an urgent question how to scale such approaches without compromising accessibility.
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How to Cite: Caerols Mateo, R., Sidorenko Bautista, P., y Osuna-Acedo, S. (2022). The MOOC in Continuous and Specialized Training: New Narratives and Audiovisual Formats? Myths and Challenges. RIED-Revista Iberoamericana de Educación a Distancia, 25(1), 81–99. https://doi.org/10.5944/ried.25.1.30023
