Abstract
Relying on advanced network technologies, Massive Open Online Courses (MOOCs) can support the transformation and deep construction of high-quality open courses. However, with the use of MOOCs in many universities and colleges, new issues have emerged. MOOCs are not specifically designed for local conditions. Researchers lack understanding of the effectiveness of using shared MOOCs in traditional university teaching. The purpose of this study was to analyze the effectiveness of MOOC-based flipped learning and to propose clear reuse guidelines for MOOCs in the traditional university education. We conducted a quasi-experiment in an inorganic chemistry course. The results were presented in terms of learners’ participation and learning performance, and a post-task survey and interviews were also conducted to investigate the students’ experiences in order to include these experiences in design and research plans of MOOCs-based flipped learning. The results showed that students in the MOOC-based flipped classroom on average performed better than those in the traditional classroom. However, no changes in self-efficacy and self-regulated learning were detected after the end of the course. In addition, the quantitative and qualitative data combined indicated that most students had a favorable experience of the flipped classroom, in terms of student–student interaction, available learning materials, and active learning results. Implications for MOOC integration are discussed.
Highlights
In recent years, the information technology and internet technology in particular, has developed rapidly, and our society has entered the “Internet+” era
The role of student variables The present study focuses on the effect of Massive Open Online Courses (MOOCs)-based flipped learning on two student-centric variables, SE and selfregulated learning (SRL)
This study confirms the effectiveness of the MOOC-based flipped learning by applying a quasi-experiment research
Summary
The information technology and internet technology in particular, has developed rapidly, and our society has entered the “Internet+” era. In the field of education, the information technology has increasingly and profoundly affected the development and reform of education in China. Due to the rise of Massive Open Online Courses (MOOCs), a large number of micro-lectures have been developed. MOOCs offer quality courses from top universities to any learner in the world. They can be redeployed as supplementary residential courses in which students first use MOOCs to interact with online courses and attend face-to-face classes to focus on the specific questions they have. Researchers and educators are convinced that flipped classroom practices based on open online videos can promote student participation, resulting in better learning outcomes (Kong, 2014; Tune, Sturek, & Basile, 2013). Some researchers have shown the impact of flipped learning on student-centered learning variables, such as self-efficacy (SE) and selfregulated learning (SRL) (Lai & Hwang, 2016; Lin, Hsia, Sung, & Hwang, 2018)
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