An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education

García-Peñalvo, Francisco José; Fidalgo-Blanco, Ángel; Séin-Echaluce, María Luisa

doi:10.1016/j.tele.2017.09.012

Cited by 152 publications

(84 citation statements)

References 24 publications

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“…ST5 links the benefits of the hybrid MOOC to the discussion followed in the classroom, stating "I found it difficult for me to contact with MOOC's teacher but when I attend the classroom I reviewed with my colleague things I couldn't understand … and also have the opportunity to ask the teacher in classroom". What we notice here is that live faculty interaction in the classroom, as revealed by other studies (Chingos et al, 2014;Garcia-Penalvo et al, 2018), is one factor that more likely increases the benefits of MOOC's platforms when made available in conjunction with a hybrid MOOC's platform. As ST2 explains "by mixing MOOC platform with lessons in this course I think we got more time to review the subjects at home and find answer for our questions by the teacher in the classroom".…”

Section: Resultsmentioning

confidence: 54%

“…However, there are a few suggestions for enhancement which emerge from analysis of the data. First, learning should not be relayed solely on MOOC platform nor merely on the HE traditional learning system as featured in other studies (Rieber, 2017;Garcia-Penalvo et al, 2018). Students think the hybrid MOOC arrangement is a better way to benefit from the advantages of both learning systems.…”

Section: Discussionmentioning

confidence: 99%

“…Hence the MOOC system is accepted as the panacea for all education problems, but it can be said that via the MOOC's platform, a learning system can be developed. This development can be made possible by using the MOOC system to support teaching in the classroom by mixing it in a hybrid arrangement with the educational systems rather than relying entirely on the MOOC (Rieber, 2017;Garcia-Penalvo et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Integrating a MOOC Platform on the Teaching of Computer Science Course: A Case Study

Hakami

2019

JEI

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The present study reports an attempt to identify and evaluate the effectiveness of integrating teaching MOOC platform into traditional learning system to teach a face-to-face course. It investigated students' opinions of Sharurah College of Science and Arts about the benefits and challenges based on their learning experiences in a hybrid learning environment. The researcher used both quantitative and qualitative methods to address the research questions. The study shows the following findings: a MOOC platform, as a new source for learning, supports teaching and learning in a hybrid learning environment; it can be used to support traditional learning; students like and are interested in a hybrid MOOC learning environment; and, finally, the most challenges affecting the hybrid MOOC environment are Internet drop/low speed connections and limited time for discussion in the MOOC.

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Section: Resultsmentioning

confidence: 54%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impact of Integrating a MOOC Platform on the Teaching of Computer Science Course: A Case Study

Hakami

2019

JEI

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“…The big difference between these two types of MOOCs is, cMOOCs focus on knowledge generation while xMOOCs focus on knowledge duplication (Siemens, 2013). There are efforts to create hybrid MOOC courses with the intention of combining the connectivity of cMOOCs and the rigid and controlled structure of xMOOCs (Fidalgo-Blanco, Sein-Echaluce, & García-Peñalvo, 2016;García-Peñalvo, Fidalgo-Blanco, & Sein-Echaluce, 2018). Despite evidence that proves their benefits, it must be emphasised that many programs opt for one of them.…”

Section: Literature Review the Role Of Moocs In Educationmentioning

confidence: 99%

The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning

Rincón-Flores

Mena

Montoya

et al. 2019

AJET

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Open access education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of massive open online courses (MOOCs), which have the added benefit of encouraging the democratisation of learning. In this sense, the Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training between Mexico and the United States of America was launched with the purpose of trying MOOC technology and measuring its impact on the academic, business, and social sectors. Under this scenario, this study aimed to show the relationship between using gamification and level of performance in a MOOC on energy topics. The methodology was quantitative, using the course analytical data for socio-demographic information and predictive models. A total of 6246 participants enrolled in the MOOC and 1060 finished it. The results showed that participants aged between 20 and 50 had the highest completion rates in the gamified challenge; the higher academic degree, the more inclined participants were to solve the gamified challenge; and no such distinction exists by gender. Implications for practice or policy:• xMOOC participants' educational level determines the successful completion of challengebased gamification. • Challenge-based gamification is a useful strategy for xMOOC students' evaluation.• It is important to focus on the challenges design, if the planned challenges are not up to the students' skills, the learning results could be detrimental. • Gamification in xMOOCs promotes participants' engagement regardless of age, gender, or educational level.

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“…Студенты получают возможность получать знания у преподавателей с мировым признание, университеты реализовывать мультидисциплинарные образовательные программы, работодатели формулировать требуемые им компетенции выпускников и активно участвовать в образовательном процессе. [3,4] Постановка проблемы. Вместе с тем для эффективного внедрения и использования МООК в учебном процессе необходимо ответить на ряд ключевых вопросов:…”

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The introduction of online courses in the educational process of technical specialties

Saporovskaya¹

2019

Conference Materials

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АннотацияВ век цифровой экономики, применения компьютерных систем моделирования, визуализации и передачи информации традиционные методы, применяемые в образовательном процессе, не удовлетворяют требованиям времени. Скорость появления новых знаний в науке и техники делает термин «обучение через всю жизнь» как никогда актуальным. Современному потребителю знаний необходим быстрый доступ к необходимым ресурсам, но при этом он не готов поступать в традиционные образовательные центры. Такими источниками могут служить онлайн-курсы, размещаемые на различных образовательных или информационных площадках. Актуальность таких курсов ощущается и при реализации традиционной системы образования в классических университетах. Необходимость в привлечении дополнительных слушателей, осуществление академической мобильности, а также решение сложных междисциплинарных научных задач предъявляют высокие требования к качеству наполнения и реализации таких программ. Особенно это актуально при преподавании технических дисциплин основанных на расчетах и большом количестве графической информации.Вместе с тем существует ряд проблем, которые требуют решения для более полного и «безболезненного» перехода от традиционных форм к формам которые диктует цифровая экономика.Ключевые слова: онлайн-курсы, образовательный процесс, цифровая экономика, модульная система, компетенции. AbstractIn century of digital economy, application of computer systems of modeling, visualization and information transfer the traditional methods applied in educational process do not meet requirements of time. Speed of emergence of new knowledge in science and technicians does the term "training through all life" very relevant. Fast access to necessary resources is necessary for the modern consumer of knowledge, but at the same time it is not ready to come to traditional education centers. The online courses placed on various educational or information platforms can be such sources. The relevance of such courses is felt also at realization of traditional education system at the classical universities. Need for involvement of additional listeners, implementation of the academic mobility and also the solution of difficult cross-disciplinary scientific tasks place great demands on quality of filling and implementation of such programs. Especially it is relevant when teaching the technical disciplines based on calculations and large number of graphic information.At the same time there is number of problems which require the solution for fuller and "painless" transition from traditional forms to forms which are dictated by digital economy.

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An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education

Cited by 152 publications

References 24 publications

The Impact of Integrating a MOOC Platform on the Teaching of Computer Science Course: A Case Study

The Impact of Integrating a MOOC Platform on the Teaching of Computer Science Course: A Case Study

The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning

The introduction of online courses in the educational process of technical specialties

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