The dimensions are as follows:
| Context | |
| Open | How open the MOOC is |
| Massive | The scale of the MOOC/Number of participants |
| Diversity | The diversity of the participants |
| Learning | |
| Use of multimedia | The amount and variety of multimedia |
| Degree of communication | The forms of communication |
| Degree of collaboration | The forms of collaboration |
| Amount of reflection | The extent to which reflection is encouraged |
| Learning pathway | The nature of the learning pathway (from learner centred to highly structured) |
| Quality Assurance | The form of quality assurance |
| Certification | Whether any form of accreditation is possible |
| Formal learning | Link into formal educational offerings |
| Autonomy | The degree of learner autonomy |
In her report she analyses a number of MOOCs over recent years using low / medium / high for each of the dimensions. "I would argue that at a glance this classification framework gives a far better indication of the nature of each MOOC than the simple classification as xMOOCs and cMOOCs."
I think it is also a useful classification for exploring the purpose of design features of any particular online course especially where platform constraints are being compared.
