The effectiveness and suitability of MOOCs hybrid learning: A case study of public schools in Thai rural area

Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy

“…The two exceptions are Hermans and Aivaloglou (2017), who compared students younger than twelve with students older than twelve, and Yin, Adams, Goble, & Vargas-Madriz (2015), who relied on a diverse sample of children working on MOOCs together with their parents. The other seven studies investigate MOOCs that do not have a specific target group (de Waard & Demeulenaere, 2017; Panyajamorn et al, 2016;Sands & Yadav, 2020), or that are aimed at university students (Kurhila & Vihavainen, 2015;Magen-Nagar & Cohen, 2017;Perach & Alexandron, 2021) and teachers (Nigh, Pytash, Ferdig, & Merchant, 2015). Since K-12 students are different from adult learners, it may be beneficial to develop specific K-12 MOOCs (Briggs & Crompton, 2016;Filvà et al, 2014;Yin, Adams, Goble, & Vargas-Madriz, 2015).…”

“…In terms of topic, sixteen out of the twenty-four studies investigate MOOCs in the realm of computer science, e.g., programming (de Kereki & Manataki, 2016;Grella et al, 2016) or an introduction to the basics (Perach & Alexandron, 2021). Five studies address other STEM topics, such as biology (Yin, Adams, Goble, & Vargas-Madriz, 2015), physics (Blazquez-Merino et al, 2018;Khalil & Ebner, 2015), and chemistry (Panyajamorn et al, 2016). Only three out of the twenty-four studies provide evidence on MOOC learning in the social sciences (de Waard & Demeulenaere, 2017;Najafi, Evans, & Federico, 2014;Nigh et al, 2015).…”

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

“…In a similar approach, Panyajamorn et al, (2016) The micro-MOOC, which was specifically designed and developed for K-12 settings by Dziabenko and Persano Adorno (2017), was provided as a supplementary resource to the existing school curriculum, supporting the learning and teaching of physics. The aim of the research, which was still in preliminary stages, was to introduce a new methodology for implementation of remote experiments using MOOCs in order to encourage students to acquire scientific inquiry skills using the 5E model in micro-MOOCs.…”

“…In order to address this inequality, research has demonstrated that the best way to implement a MOOC in K-12 education is to blend the MOOC into the traditional classroom, using a didactical approach (i.e., a blended or flipped classroom model) in order to motivate students (Grella et al, 2016;Khalil & Ebner, 2015;Najafi et al, 2014;Panyajamorn et al, 2016;Tomkins et al, 2016). A teacher's presence in these courses is a core element for student achievement because it may positively influence students to remain on track (Khalil & Ebner, 2015;Koutsakas et al, 2018;Najafi et al, 2014;Tomkins et al, 2016).…”

“…Additionally, MOOCs of shorter duration increase the completion rate, and the use of badges of accomplishment encourage students to continue to participate in MOOCs (Khalil & Ebner, 2015;Staubitz, Teusner, & Meinel, 2019). Finally, using social media to promote interaction, collaboration, and contribution to the course showed a further way of mitigating some of the concerns (Koutsakas et al, 2018;Panyajamorn et al, 2016).…”