A computer programming hybrid MOOC for Greek secondary education

Abstract

The present paper presents the planning, implementation, observation and analysis of both quantitative and qualitative data of a participatory action research, aiming to study the potential role, value and uses of MOOCs in secondary education. Within the context of this research, a computer programming hybrid MOOC (named PROG15) which combined aspects of both x-and c-MOOCs architecture and pedagogy was designed, implemented and openly provided to Greek Secondary Education students. The MOOC completion rate (xMOOC dimension) was relatively low, but similar to that of typical xMOOCs for adults, while the degree of collaboration with other students and contribution to the course content (the cMOOC dimension) was relatively average. Before their involvement in the MOOC, the participating students recorded particularly high learning expectations from the specific course and from the collaborative learning model it proposed and quite positive views regarding the impact of this new educational tool on secondary education. Their attitude towards these issues was even more positive after their involvement in the MOOC, while their overall experience was particularly positive. The above findings, although they resulted from a comparatively small sample of students for the measures of MOOCs and within a very specific educational context, they form a particularly promising background for the utilization of this new tool in secondary education in general and specifically for the preparation of students for higher education studies, in subjects related to computer programming. Of course, further research and investigation is required on the design, development and implementation of the next generation of MOOCs and the practical and theoretical research outcomes resulted from this research can be a quite valuable input.

Research Trends in K–12 MOOCs: A Review of the Published Literature

“…Finally, Koutsakas et al (2020) developed and openly offered a computer programming MOOC specifically designed to prepare secondary students for national exams for Greek higher education. The research aimed to observe and analyze students' motives for participation and reasons for early dropout, learning expectations and attitudes toward MOOCs, and students' behaviour within the context of the MOOC.…”

“…Additionally, the research attempted to determine whether students with special learning disabilities participated in the course and how, if at all, the MOOC impacted them (Politis, Koutsakas, & Karagiannidis, 2017). The research used quantitative analysis of students' learning analytics, and beforeand after-MOOC answers (Koutsakas et al, 2020;Koutsakas et al, 2018).…”

“…The MOOC was developed at the University of Helsinki and offered on the MOOC.fi platform. Similarly, in Greece,Koutsakas, Karagiannidis, Politis, and Karasavvidis (2020) created and implemented a MOOC to teach structured computer programming. After the first implementation, the MOOC was modified and…”

Creating a MOOC to develop information skills during the coronavirus pandemic

“…In the case of the cMOOC, the "c" corresponds to connectivity, so the emphasis is on creating interaction between the participants, generating learning based on the dialogue, interaction and exploration that participants develop among themselves. On the other hand, the xMOOCs are traditional but automated online courses which are developed over videos, videoconferences and standardized questionnaires, so the emphasis is not on networking, but on the transfer of knowledge from the teacher to student (Philippos et al, 2020).…”

“…The future challenges of MOOC design focus on two fronts: on the one hand, the positioning of the course to obtain a significant number of interested students who can complete all the modules to finish the course and, on the other hand, the evaluation of the course to set their opportunities of improvement at the level of user interaction to encourage participation and continuity in learning (Fidalgo-Blanco, Sein-Echaluce & García Peñalvo, 2013). In this way, this course can be integrated with future modules to scale in its complexity according to the response and interaction of current students.…”