Leveraging massive open online courses to foster reflective practice in blended university courses

Abstract

ABSTRACT Opportunities and concerns regarding the use of Massive Open Online Courses (MOOCs) in higher education have evolved along with them. A concern is how their use could support the higher-order learning appropriate for higher education. Grounded in the conversational framework, this case study explored how reflective practice could be fostered in a MOOC-based blended learning course and how students perceived it. Through document and content analyses conducted on curricular documents and student self-reports, findings showed that the blended course design, the design of the MOOC itself, and the affordance of the FutureLearn platform encouraged reflection. The students perceived articles, videos, and discussions within the MOOC as highly stimulating for reflective activities and positive learning experiences. This study builds on previous research on how MOOCs, given their asynchronous, self-paced format, can be effective in fostering reflection among students.