Understanding Student Experiences in a Blended-Learning MOOC: A Phenomenographic Study

Atiq, S. Zahra; Haney, Casey Lynn; DeBoer, Jennifer; Cox, David

doi:10.18260/p.27102

Cited by 1 publication

(1 citation statement)

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“…Caulfield et al (2013) call this the 'distributed flip' approach, in terms of a MOOC serving as the online preparation for face-to-face teaching, although other authors refer to 'wrapping' a campus-based course around a MOOC (Bruff et al 2013). It is important not to confuse either of these approaches with blended MOOCs (bMOOCs), such as sending online learners physical 'kit' to use in their home environment (Atiq et al 2016).…”

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confidence: 99%

Learner experiences of a blended course incorporating a MOOC on Haskell functional programming

Dale

Singer

2019

Research in Learning Technology

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There is an increasing move in higher education to blend university courses to include a Massive Open Online Course (MOOC). This article reports on the learner experiences of such a course, which incorporated a purposely designed MOOC as part of the blend, to teach Haskell functional programming. A survey revealed that students most valued the programming exercises, quizzes and instructional videos, while the follow-up focus group highlighted the flexibility of the MOOC, usefulness of the videos, drop-in sessions and programming exercises. The overall mix of activities was regarded as particularly useful. While discussions were not rated as highly in the survey, students in the focus group commented on their value, particularly for getting support from external learners. The perceived lack of face-to-face contact was the biggest issue; however, this reflected a lack of awareness of lab sessions which could have been better signposted. There was perceived to be a gap between the MOOC and the rest of the course in terms of level of difficulty and authenticity of learning tasks. These issues were positively addressed in subsequent runs of the course. The outcomes of this study are relevant to educators seeking to incorporate MOOCs into blended courses.

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confidence: 99%