Abstract
It has been several years since Massive Open Online Courses (MOOC) have entered the higher education environment and many forms have emerged from this new way of acquiring knowledge. Teachers have been incorporating MOOCs with more or less success in a traditional classroom setting to support various learning preferences, introduce this new way of learning to students, and to make learning available to those who might not be able to follow traditional instructions. This paper researches a blended learning model where a MOOC has been integrated in a traditional classroom. A learning outcomes based approach was implemented, that supported a balanced student workload. Qualitative approach was used to analyse students’ learning diaries. Based on this research, benefits of integrating a MOOC with classroom based teaching were identified, as well as barriers that can hinder the successful implementation. Recommendations for teachers are provided.
Highlights
In today’s education, it would be challenging to find a teacher who has not heard of Massive Open Online Courses (MOOCs) and challenging to find one that has not yet or is not planning to implement a mode of blended learning environment to their classes
The structure of this sample is shown in the table below(Table 2): The sample structure indicates several findings: after the first year when this method of teaching the Discrete Mathematics with Graph Theory (DMGT) course was introduced, there was a strong increase in the percentage of students who opted in for a MOOC
It is interesting to see that part-time students are opting for a MOOC more and more, based on the data gathered over the years
Summary
In today’s education, it would be challenging to find a teacher who has not heard of Massive Open Online Courses (MOOCs) and challenging to find one that has not yet or is not planning to implement a mode of blended learning environment to their classes. Blended learning models in higher education do not have to be developed around MOOCs. there is a growing interest for exploring how MOOCs can enrich traditionally taught courses and act as a complementary resource in achieving teachers’ and students’ goals. In order to create a model that supports this, series of pedagogical and technical questions need to be addressed, along with exploring students’ experience with this mode of learning. Literature has confirmed that blended learning works, but is yet to demonstrate the best way to embed MOOCs to achieve
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Educational Technology in Higher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
