Trakia Journal of Sciences, Vol. 17, Suppl. 1, 2019 909 Trakia Journal of Sciences, Vol. 17, Suppl. 1, pp 909-913, 2019 Copyright © 2019 Trakia University Available online at: http://www.uni-sz.bg ISSN 1313-7069 (print) ISSN 1313-3551 (online) doi:10.15547/tjs.2019.s.01.150 MASSIVE OPEN ONLINE COURSES – A MODERN FORM OF DISTANCE EDUCATION G. Kiryakova* Faculty of Economics, Trakia University, Stara Zagora, Bulgaria ABSTRACT Distance education has proven its advantages over time as a form of learning that overcomes geographical and time barriers. Massive Open Online Courses are a modern form of distance education that creates prerequisites for life-long learning. The purpose of the current work is to investigate the nature, distinctive features and models of Massive Open Online Courses. The main elements of the courses, which are provided to learners through learning platforms, are systematized. Key words: Massive Open Online Courses, distance education, learning platforms INTRODUCTION Distance education has emerged as a solution to the existing need for more opportunities for people to learn and overcoming the constraints of traditional forms of training. In distance education there is a physical separation of learners, who study at their own pace and at a convenient time. To ensure interaction and communication between the main participants in the learning process, a variety of technologies are used. The first stages of distance education are distinguished by the provision of learning materials from teachers to learners with minimal communication between them. The idea of modern distance education is to exploit the potential of information and communication technologies and provide opportunities for learning to all people who have the need and desire to acquire knowledge and skills throughout their lives. Massive Open Online Courses (MOOCs) are one of the modern forms of distance education. They provide conditions for comprehensive life-long learning, allow members of the society to gain knowledge, competencies and skills when they have an internally recognized necessity or are in need of additional professional qualification. ________________________________ *Correspondence to: Gabriela Kiryakova, Faculty of Economics, Trakia University – Stara Zagora, Bulgaria, gabriela@uni-sz.bg There is a controversy over whether Massive Open Online Courses are a form of distance education. Some authors believe that such courses are a kind of self-learning. The refutation of these claims is the fact that many of the massive online courses are offered by well-established educational institutions, and certificates are issued upon successful completion. The purpose of the current work is to reveal the essence, distinctive features and models of Massive Open Online Courses, which are one of the most popular forms of distance education. The main components of the open courses are systematized. NATURE AND CHARACTERISTICS OF MASSIVE OPEN ONLINE COURSES Massive Open Online Courses are online courses that are conducted and accessible through the Web [1]. They are with open access and an unlimited number of users can subscribe and attend (Figure 1). Dave Cormier used the term MOOC in 2008 to outline the Connectivism and Connective Knowledge course, created by Canadian professors George Siemens and Stephen Downes. The course was offered for both a small number of students for a fee and over 2000 users online for free [2].