A MOOC based on blended pedagogy

Rayyan, Saif; Fredericks, Colin; Colvin, Kimberly F.; Liu, A.; Teodorescu, Raluca; Barrantes, Analia; Pawl, Andrew; Seaton, Daniel T.; Pritchard, David E.

doi:10.1111/jcal.12126

Cited by 33 publications

(23 citation statements)

References 21 publications

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“…Evans, Baker, and Dee (2016), for instance, found that the use of specific words in video titles, such as “intro” and “overview”, substantially increased viewership by MOOC participants. Rayyan et al (2016) observed that more frequent quizzes improved the likelihood of learners reading the supporting materials and more difficult homework was correlated with increasing time on task.…”

Section: Literature Reviewmentioning

confidence: 99%

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Deng

Benckendorff

Gannaway

2020

Computer Assisted Learning

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Prior studies of MOOC learners have focused almost exclusively on behavioural and social aspects of engagement. This paper extends the scope of previous studies by adopting a multi‐dimensional, person‐centred approach to investigate learner engagement in MOOCs. An analysis of 1,452 self‐administered survey responses uncovered three prototypical categories of MOOC learners based on patterns of behavioural, cognitive, emotional and social engagement: (a) “Individually Engaged” learners, (b) “Least Engaged” learners and (c) “Wholly Engaged” learners. The study revealed significant differences among the three cohorts of MOOC participants with respect to learner factors (gender, origin, motivation), teaching context (course level, course duration, form of the assessment) and learning outcomes (course completion, perceived quality of instruction). The results of this study suggest that adopting a multi‐dimensional, person‐centred approach can be useful for researchers and practitioners to classify MOOC learners into subpopulations, design effective educational interventions that best engage different types of learners, and provide support and scaffolding to individuals with idiosyncratic or problematic engagement patterns.

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Section: Literature Reviewmentioning

confidence: 99%

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Deng

Benckendorff

Gannaway

2020

Computer Assisted Learning

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“…Online open courses under MOOC mode enters into the university classroom which is not just a simple recording and tailoring of the professional course but many parallel spiral teaching sectors including curriculum guidance, theory teaching, practice analysis and later expansion of knowledge, is a complete professional network teaching system [15][16].…”

Section: Discussionmentioning

confidence: 99%

Construction of MOOC Teaching System for Double Helix Architectural Energy Saving

Gao¹,

Liang²,

Fen³

et al. 2016

EESRJ

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MOOC network teaching has brought great changes to the current university teaching mode. In this paper, the author takes online teaching project construction --"technology for architecture energy saving" as an example, combining his teaching experience of the past ten years, putting up the method of teaching structure adjustment and classroom teaching extension, optimizing the teaching purpose, content, management and the teaching mode of technical practice, the teaching model, team building, time control, and other aspects of MOOC online course. He also brings interactive "on line" and "open" double helix teaching, which effectively updates and improves the traditional architectural teaching system, and receives better teaching effect.

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“…In addition, Rayyan also stressed that, along with the rapid development of modern information technology, various aspects of the country's educational philosophy, educational management, educational system and teaching organization and methods have been changed accordingly, and the "Internet plus" has risen as a national strategy. Followed by the rapid rise of online education, due attention and concerns were also aroused [5].…”

Section: Literature Reviewmentioning

confidence: 99%

Development and Application of an English Network Teaching System Based on MOOC

Zhang¹

2018

Int. J. Emerg. Technol. Learn.

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Abstract-Compared to traditional university network learning, MOOC teaching emphasized "student-centered", "knowledge modularity" and "interaction and communication". In order to construct a perfect college English network teaching environment, based on the in-depth analysis of the characteristics of the MOOC teaching model, a multimedia and multi-resources college English learning environment was established. In this environment, students could make individualized learning on their own pace. The system integrated learning platforms such as online learning, interactive communication, online operation, curriculum publishing and news bulletin, which were in line with MOOC teaching ideas. The results showed that, based on the idea of MOOC teaching, the system effectively promoted students' learning desire to transform knowledge into active learning behavior under the support of learning environment and advanced learning tools. To sum up, the system effectively improves the effect of college English teaching on the Internet.Keywords-MOOC; English; network teaching; development and application IntroductionWith the continuous updating and development of network technology and information technology, online education is attracting more and more attention of teachers and educators. Online education can also be understood as distance education or online learning. Generally, it refers to a teaching model based on the network platform. In the information age of rapid development of science and technology, as a supplement to traditional education, online education occupies a growing proportion in people's lives. MOOC (English short for Massive Open Online Courses) has become one of the hotspots of teaching and learning in the world. The design of the MOOC teaching model is designed to achieve an online classroom for the public. Online learning is carried out through online classes, replacing some of the previous traditional face-to-face courses. MOOC is also the latest development of distance education. People do not have to study activities in the same time period and the same iJET

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A MOOC based on blended pedagogy

Cited by 33 publications

References 21 publications

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Construction of MOOC Teaching System for Double Helix Architectural Energy Saving

Development and Application of an English Network Teaching System Based on MOOC

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