Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32727
Conceptual Model for Massive Open Online Blended Courses Based on Disciplines’ Concepts Capitalization and Obstacles’ Detection

Authors: N. Hammid, F. Bouarab-Dahmani, T. Berkane


Since its appearance, the MOOC (massive open online course) is gaining more and more intention of the educational communities over the world. Apart from the current MOOCs design and purposes, the creators of MOOC focused on the importance of the connection and knowledge exchange between individuals in learning. In this paper, we present a conceptual model for massive open online blended courses where teachers over the world can collaborate and exchange their experience to get a common efficient content designed as a MOOC opened to their students to live a better learning experience. This model is based on disciplines’ concepts capitalization and the detection of the obstacles met by their students when faced with problem situations (exercises, projects, case studies, etc.). This detection is possible by analyzing the frequently of semantic errors committed by the students. The participation of teachers in the design of the course and the attendance by their students can guarantee an efficient and extensive participation (an important number of participants) in the course, the learners’ motivation and the evaluation issues, in the way that the teachers designing the course assess their students. Thus, the teachers review, together with their knowledge, offer a better assessment and efficient connections to their students.

Keywords: MOOC, Massive Open Online Courses, Online learning, E-learning, Blended learning.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 887


[1] Pappano, L. (2012). The Year of the MOOC. The New York Times, 2(12), 2012.
[2] Downes, S. (2012). Connectivism and Connective Knowledge: essays on meaning and learning networks. Stephen Downes Web.
[3] Siemens, G. (2014). Connectivism: A learning theory for the digital age.
[4] Lane, L. Three kinds of MOOC, Lisa’s (online) teaching blog (blog post). Retrieved December 15, 2015 from http: //
[5] Clark, D. MOOC: taxonomy of eight types of MOOC (blog post), Donald Clark Plan B (blog post). Retrieved December 15, 2015 from
[6] Gilliot, J.-M., Garlatti, S., Rebai, I., & Belen-Sapia, M. (2013). Le concept de iMOOC pour une ouverture maîtrisée ». Retrieved January 05, 2015 from
[7] Rosselle, M, Caron, P-A. Heutte.J .Prémisse d’une typologie et des principales dimensions d’un cadre de description pour les MOOC (JOCAIR Conference 2014). Retrieved January 08, 2015 from hhtp:// New Framework for Massive Online Open MOOCs.
[8] Schoenack ,l. A New Framework for Massive Open Online Courses (MOOCs). Journal of Adult Education, Volume 42, Number 2, 2013.
[9] Ramesh, A., Goldwasser, D., Huang, B., Daumé III, H., & Getoor, L. (2013, December). Modeling learner engagement in MOOCs using probabilistic soft logic. In NIPS Workshop on Data Driven Education (Vol. 21, p. 62).
[10] Nyoni, J. (2013). The viral nature of massive open online courses (MOOCs) in open and distance learning: discourses of quality, mediation and control.Mediterranean Journal of Social Sciences, 4(3), 665.
[11] García-Peñalvo, F. J., Hermo, V. F., Blanco, Á. F., & Sein-Echaluce, M. (2014, October). Applied educational innovation MOOC: learners' experience and valorization of strengths and weaknesses. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 139-145). ACM.
[12] Iqbal, S., Zang, X., Zhu, Y., Chen, Y. Y., & Zhao, J. (2014, December). On the impact of moocs on engineering education. In MOOC, Innovation and Technology in Education (MITE), 2014 IEEE International Conference on (pp. 101-104). IEEE.
[13] Liyanagunawardena, T., Williams, S., & Adams, A. (2013). The impact and reach of MOOCs: a developing countries’ perspective. eLearning Papers, (33).
[14] Grundstein, M., « La capitalisation des connaissances de l’entreprise, système de capitalisation des connaissances », L’entreprise apprenante pp 58, actes de congrès, Aix en Provence, 1995.