Blended Learning with MOOCs

Eradze, Maka; Urrutia, Manuel León; Reda, Valentina; Kerr, Ruth

doi:10.1007/978-3-030-19875-6_7

Cited by 13 publications

(6 citation statements)

References 17 publications

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“…Out of the classroom, students review theoretical content and practice on their own, whereas in the classroom, they practice the acquired knowledge in participatory and active learning activities [7]. Some researchers have been exploring how to reuse MOOCs in FC, where the MOOC is used as the learning activities before the f2f classroom [18,45]. In engineering education, most FC experiences follow this approach.…”

Section: Bl and Moocsmentioning

confidence: 99%

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A MOOC‐based flipped experience: Scaffolding SRL strategies improves learners’ time management and engagement

Pérez‐Sanagustín

Sapunar-Opazo

Pérez-Álvarez

et al. 2020

Comp Applic In Engineering

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Higher education institutions are increasingly considering the use of a form of blended learning, commonly named as flipped classroom (FC), in which students watch video lectures drawn from a massive online open course (MOOC) before a face-to-face lecture. This methodology is attractive, as it allows institutions to reuse high-quality material developed for MOOCs, while increasing learning flexibility and the students' autonomy. However, the adoption of this methodology is low in general, especially in Engineering courses, as its implementation faces a number of challenges for students. The most salient challenge is the lack of student self-regulatory skills, which may result in frustration and low performance. In this paper, we study how a selfregulatory learning technological scaffold, which provides students with feedback about their activity in the MOOC, affects the engagement and performance of students in an Engineering course following a MOOC-based FC approach. To this end, we design an observational study with the participation of 242 students: 133 students in the experimental group (EG) who used a technological scaffold and 109 in the control group (CG) who did not. We did not find a statistically significant difference between the academic achievements of both groups. However, the EG exhibited a statistically significant greater engagement with the course and a more accurate strategic planning than the CG. The main implications for scaffolding self-regulated learning in FC derived from these results are discussed. K E Y W O R D S flipped classroom, higher education, massive open online course, self-regulation, time management 1 | INTRODUCTION Higher education institutions (HEIs) have been compelled to adapt and transform their education mission, placing innovation at the center of the learning and teaching processes. Such transformations are a response to changes in the educational landscape influenced by various factors, including new regulations (e.g., the European Bologna Process), changes in the demographics of the student population [30,55], PÉREZ-SANAGUSTÍN ET AL.

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Section: Bl and Moocsmentioning

confidence: 99%

“…According to a recent literature review analyzing MOOC-based BL initiatives, the flipped classroom (FC) is the most popular approach [18]. FC is a form of BL, usually defined as a pedagogical approach that requires students to take control of their learning process.…”

mentioning

confidence: 99%

A MOOC‐based flipped experience: Scaffolding SRL strategies improves learners’ time management and engagement

Pérez‐Sanagustín

Sapunar-Opazo

Pérez-Álvarez

et al. 2020

Comp Applic In Engineering

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“…In response, a more collaborative and interactive approach has emerged: the integration of MOOCs with a traditional face-to-face course, commonly known as wrapped MOOCs [23]. In the wrapped-MOOC model, online content and resources from MOOCs are seamlessly blended with in-person instruction [24]. This approach allows students to both access worldwide instructional videos and participate in teacher-student and student-student interactions [25].…”

Section: Transitions: From Xmoocs Cmoocs To Wrapped Moocsmentioning

confidence: 99%

The Involvement of Academic and Emotional Support for Sustainable Use of MOOCs

Luo,

2024

Behavioral Sciences

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MOOCs, the Massive Open Online Courses, are online educational courses that offer open access to a large number of participants globally. However, online engagement during MOOC learning remains a problem, as reflected in relatively high dropout rates. This paper involves academic and emotional support, aiming to explore whether they contribute to users’ sustainable use of the MOOC platform. A total of 410 college students learning English as a foreign language (EFL) and with MOOC learning experience participated in this study. Employing the structural equation modeling (SEM) techniques, we examined the relationships among five factors in the EFL MOOC learning context: academic support (AS), emotional support (ES), perceived usefulness (PU), perceived ease of use (PEoU), and platform reputation (PR). The results indicate that academic support influences learners’ perceptions of the usefulness and ease of use of the MOOC platform, as well as enhancing learners’ feelings of being emotionally supported. Simultaneously, platform reputation plays a crucial role in influencing learners’ perceptions of MOOC platforms. However, results suggest that emotional support does not have a statistically significant impact on the perceived usefulness and perceived ease of use of the platform in EFL MOOC learning contexts.

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“…In response to the impact of the Covid-19 epidemic, the organization's training for new sales representatives evolved over a three-year period from 2019 to 2021, shifting from a focus on offline classes in the past to training through online learning during the epidemic and finally, to BL in the post-epidemic period. This transition adhered to ongoing research, which examines the efficacy of different blended training methods that use MOOCs (Brali c & Divjak, 2018;Eradze et al, 2019). The organization's intentions were to capitalize on the positive outcomes associated with self-regulation in learning (Zimmerman, 1990) to improve the effectiveness of their training process while reducing the time it takes for candidates to be integrated into the organization.…”

Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

A practical analysis of blended training efficacy on organizational outcomes

Yang

Minneyfield

et al. 2022

ICT

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Purpose The purpose of this paper is to contribute to the literature of blended learning by practically implementing best practices in employee training. Design/methodology/approach In response to the Covid-19 pandemic, an organization had modified its training procedures over the course of three years to improve employee and organizational outcomes. Employee candidates who were onboarded into sales positions during the years 2019–2021 were given the opportunity to learn the content in an online format and subsequently evaluated prior to their in-person training and final evaluation to provide them with a self-paced blended learning experience. Both evaluation scores, along with the length it took to complete the trainings, were used to determine the trainings effectiveness and efficiency respectively. Findings The findings for the study showed that the organization was successfully able to improve upon the efficiency of the training by reducing training length and the effectiveness by improving employee outcomes. Research limitations/implications The study’s design was limited to the probation process, which resulted in issues drawing conclusions for employee outcomes that were relevant to their long-term organizational success. This emphasizes the importance of comprehensive investigations for future practical studies. Practical implications The findings allow for the improvement of blended learning models within real-world organizational contexts that provide organizations with the opportunity to improve employee outcomes while reducing time costs. Originality/value This study provides data from applied blended learning procedures that were validated using empirical findings, which contributes to the practicality of blended learning in workplace training.

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Blended Learning with MOOCs

Cited by 13 publications

References 17 publications

A MOOC‐based flipped experience: Scaffolding SRL strategies improves learners’ time management and engagement

A MOOC‐based flipped experience: Scaffolding SRL strategies improves learners’ time management and engagement

The Involvement of Academic and Emotional Support for Sustainable Use of MOOCs

A practical analysis of blended training efficacy on organizational outcomes

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