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1、COMMENTARYBeyondhypeandunderestimation:identifyingresearchchallengesforthefutureofMOOCsGerhardFischer*CenterforLifeLongLearningandDesign(L3D),DepartmentofComputerScience,andInstituteofCognitiveScience,UniversityofColorado,Boulder,CO,USA(Received18April2014;finalversionreceived1May2014)Mas
2、siveopenonlinecourses(MOOCs)havegeneratedenthusiasm,excitement,andhypeworldwideandrecentlyincreasingskepticism.Theyarebeingbroadlydiscussedinthemajornewsmedia(andtoasmallerextentinacademiccircles).RapidlyincreasingnumbersofMOOCproviders,MOOCcoursesandarticles,discussiongroups,andblogsdis
3、cussingMOOCsareindicatorsoftheinvolve-mentofmanystakeholders.Mostoftheseanalysesanddevelopmentsarebasedoneconomicperspectives(suchasscalability,productivity,andbeingfree)andtechnologyperspectives(includingplatformssupportinglargenumberofstudentsinonlineenvironments,enrichmentcomponentssu
4、chasforums,peer-to-peerlearningsupport,andautomaticgrading).FewcontributionsanalyzeMOOCsfromalearningscienceperspectiveandputthemintoalargercontextwithotherapproachestolearningandeducation.ThiscommentaryexploreschallengesderivedfromtheperspectivetoconceptualizeMOOCsasbeingonecomponentina
5、richlandscapeoflearning.Keywords:massiveopenonlinecourses(MOOCs);learningscienceperspective;limitingfactors;want-to-learn;corecompetenciesofresidential,researchuniversities;richlandscapesoflearningIntroductionMassiveopenonlinecourses(MOOCs)arehighereducationcourseswithmassiveenrolmentsth
6、atpromiseeducationforeveryoneandforallinterestsforfree.Thisspecialissueisatimelypublication,andtheauthorshavecollectedinsightsanddataforspecificaspectsrelatedtoMOOCs.Thearticlesrepresentpeer-reviewedresearchactivities(veryfewofthoseexist)complementingthemuchlargernumbersofpressreleases,op
7、inionarticles,andreports.Bytakingtheresearchdocumentedinthisspecialissueintoaccount,thiscommentaryrepresentsanattempttocreateframesofreferenceforanalyzingandreflectingaboutpast,current,andfutureMOOCdevelopments.ThehypeandtheunderestimationThehypesurroundingMOOCsmanifestsit
