Abstract
Abstract. The MOOC of physical optics of the Morocco Digital University platform is intended mainly for students of the Moroccan universities and engineering schools. The first session took place during the period March-June 2019. This MOOC includes the physical optics program of the license in physical sciences. It contains pedagogically scripted videos, documents for integrated reading or download, audiovisual presentations of practical experiences, links to digital simulations, exercises, and evaluations. The proposed assessment is carried out in three stages. A reflexive self-assessment at the end of each video capsule. A formative/summative evaluation at the end of the week. A summative evaluation covering the entire content. Students of the Faculty of Sciences Semlalia, who followed the MOOC completely or in part, were able to improve their results of the final face-to-face exam. Learners, who have obtained an overall grade higher than 60%, can obtain a certificate of success of this MOOC issued by a national entity.
Highlights
The advent of massive open online courses (MOOCs) in the higher education spectrum is booming
Evaluation of MOOCs was generally based on perceptions of teachers or learners (Callejo Gallego & Agudo Arroyo, 2018)
The study presented in this work tries to answer the question of “how using MOOC outside the classroom as second-course support for students could be profitable for fostering course outcomes?” We describe the model of the MOOC of Physical Optics used, and we give the results obtained comparing the achievement of activities on the MOOC and marks obtained in the in-classroom final exam
Summary
The advent of MOOCs in the higher education spectrum is booming. Cadi Ayyad University (UCA) is among the pioneers in Morocco to take an interest in and produce digital courses online and on the platforms of its various institutions. For a course to be hybrid, 20 to 80% of its content must be replaced by online activities It is a wide range of possibilities to adapt to different types of education (natural and medical sciences, physical and mathematical sciences, humanities, engineering, etc.) The structure of the hybrid courses varies in order to adapt to the learning environment. It depends on the content of the lessons, the preferences of the teacher or teaching staff, the needs of students (learners), the distribution of online and classroom activities, etc (Vaughan, Cleveland-Innes, & Garrison, 2013). External resources to deepen the learners’ knowledge are given in the bibliography section of the MOOC
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