Abstract
Recently, research has highlighted the potential of Massive Open Online Courses (MOOCs) for education, as well as their drawbacks, which are well known. Several studies state that the main limitations of the MOOCs are low completion and high dropout rates of participants. However, MOOCs suffer also from the lack of participant engagement, personalization, and despite the fact that several formats and types of MOOCs are reported in the literature, the majority of them contain a considerable amount of content that is mainly presented in a video format. This is in contrast to the results reported in other educational settings, where engagement and active participation are identified as success factors. We present the results of a study that involved educational experts and learning scientists giving new and interesting insights towards the conceptualization of a new design approach, the flipped MOOC, applying the flipped classroom approach to the MOOCs’ design and making use of gamification and learning analytics. We found important indications, applicable to the concept of a flipped MOOC, which entails turning MOOCs from mainly content-oriented delivery machines into personalized, interactive, and engaging learning environments. Our findings support the idea that MOOCs can be enriched by the orchestration of a flipped classroom approach in combination with the support of gamification and learning analytics.
Highlights
In line with the technology-enhanced learning perspective in this article, we aim to address the issues of low student engagement, low completion rates, and high dropout rates by proposing a Massive Open Online Courses (MOOCs) design solution that makes use of successfully applied pedagogical concepts known from other educational fields: flipped classroom, gamification, and learning analytics
We have presented the results of our the outcomes of the previous research, as indicated in the introduction, to design a creative expert previous work, which lead toeducational the list of game elements presented above.toWe asked of theMOOCs, participants design study, in which experts were briefly introduced thethen concepts to apply the classroom, presentedgamification, concepts in the a flippedFurthermore, MOOC aiming at creating anthe engaging flipped and design learningofanalytics
As a key contribution of this article, we aim to introduce the concept of a flipped MOOC based on gamification and learning analytics as a way to provide more engaging, personalized, interactive, and community-oriented learning experiences in MOOCs
Summary
In line with the technology-enhanced learning perspective in this article, we aim to address the issues of low student engagement, low completion rates, and high dropout rates by proposing a MOOC design solution that makes use of successfully applied pedagogical concepts known from other educational fields: flipped classroom, gamification, and learning analytics. The following two concepts described here represent the building blocks for the first concept, which we aim to explore to design flipped MOOCs. Since the aim of this study was to understand the concept of a flipped. As a key contribution of this article, we aim to introduce the concept of a flipped MOOC based on gamification and learning analytics as a way to provide more engaging, personalized, interactive, and community-oriented learning experiences in MOOCs
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