Massive open online courses (MOOCs) are great learning resources for self-directed learners. MOOCs are disciplinary and thematically organized materials, and are flexible and accessible for learners anytime anywhere. Although there have been issues of low completion rates in MOOCs (Jordan, 2014
), learners have different goals and expectations as they approach these online courses. Some learners are motivated to learn because of personal curiosity and interests, while others have professional growth needs. Learners may see personal knowledge gain and enjoyment as their goals of MOOCs experiences (Bonk & Lee 2017
, Loizzo et al., 2017
Self-directed learners find their own ways to efficiently and effectively use MOOCs resources. However, most MOOCs do not provide tools helping learners to reflect on their progress in relation to individual goals. Based on their study, Loizzo et al (2017) suggest that MOOCs offer a variety of entry points and assessments, and put learners' intention and perceptions of learning success into consideration as developers design platforms.
In addition to a friendlier design for self-directed learners, MOOCs creators should also explore ways to turn these great resources into a social mobility tool
as it is currently not the case.