The advancements in information and communication technologies are forcing the educators and learners to move past the constraints of time, space, and environment. While traditional classroom education is well-known learning systems outside the classroom, especially those enhanced through technology, are still being discussed. Massive open online courses (MOOCs) represent the final stage in distance education, as these offer open educational resources to the students all around the world. MOOCs are designed to be scalable to large online masses, with free participation and without formal requirements to provide opportunity to learn through hundreds of public and private universities or organizations for millions of individuals around the world. However, since MOOCs became mainstream in 2012, their completion rates remain a highly debated subject, ranging from 0.7% to 52.1%, the median value being 12.6%. The first-generation MOOCs (cMOOCs) were connectivist, student-driven, chaotic, and open-ended. cMOOCs have continued throughout the years through examples, such as CCK08 (2008), PLENK2010 (2010), MobiMOOC (2011), etc. Unlike cMOOCs, xMOOCs or AI-Stanford-like courses are based on cognitive-behaviorist and social constructivism approaches and are web pages, in which the instructor provides video-based courses to a large number of learners.