MOOCs and blended learning models. A practical approach
DOI:
https://doi.org/10.5944/ried.22.2.24093Keywords:
higher education, information and communication technologies, case study, teaching method, teaching qualityAbstract
Interest is growing in analyzing how virtual environments affect the learning process. In particular, researchers focus on analyzing blended learning designs. These environments combine MOOC with face-to-face teaching. This article analyzes a blended learning experience in a Spanish higher education institution. Its aim is to present a case study and to discuss the strategic approach to integrate a MOOC in face-to-face undergraduate studies. In the analyzed case, on-campus students are taught using a combination of face-to-face classroom with online learning. The objective is to improve their academic performance and to reduce the drop-out rate among first-year students. The evaluation strategy of this experience focuses on conducting surveys and focus groups to interpret the results and the opinion of the different stakeholders, that is, the university, the students and the academic staff. The analysis shows that blended learning models improve the quality of students’ education, strengthen students’ academic performance, and encourage academic staff to constantly innovate in their didactic process.
Downloads
References
Baker, P. M. A., Bujaka, K. R., y DeMillo, R. (2012). The evolving university: Disruptive change and institutional innovation. Procedia Computer Science, 14, 330-335. doi: https://doi.org/10.1016/j.procs.2012.10.037
Banerjee, A.V., y Duflo, E. (2014) Economics education in the digital age: the implications of online technologies and MOOCs: (Dis)Organization and success in an economics MOOC. American Economic Review: Papers & Proceedings, 104 (5), 514-518.
Baturay, H. M. (2015). An overview of the world of MOOCs. Procedia – Social and Behavioral Sciences, 174, 427-433. doi: https://doi.org/10.1016/j.sbspro.2015.01.685
Bralić, A., y Divjak, B. (2018). Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning, International Journal of Educational Technology in Higher Education, 15(2), doi: https://doi.org/10.1186/s41239-017-0085-7
Caufield, M., Collier, A., y Halawa, S. (2013). Rethinking online community in MOOCs used for blended learning. Educause Review Online, 1-11. Recuperado de https://er.educause.edu/articles/2013/10/rethinking-online-community-in-moocs-used-for-blended-learning
Clarke, T. (2013). The advance of the MOOCs (massive open online courses): The impending globalisation of business education. Education + Training, 55 (4/5), 403-413. doi: https://doi.org/10.1108/00400911311326036
Conijn, R., Van den Beemt, A. y Cuijpers, P. (2018). Predicting student performance in a blended MOOC. Journal of Computer Assisted Learning, 34, 615-628. doi: https://doi.org/10.1111/jcal.12270
Coppola, N.W., Hiltz, S.R., y Rotter, N. (2002). Becoming a virtual professor. Pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18 (4), 169-189. doi: https://doi.org/10.1080/07421222.2002.11045703
Garrison, D. R., y Anderson, T. (2011). E-learning in the 21st Century: A framework for research and practice. Londres: Routhledge/Falmer.
Garrison, D. R., y Vaughan, N. (2011). Blended learning in higher education. San Francisco: John Wiley & Sons.
Gasevic, D., Kovanovic, V. Jokosimovic, S., y Simens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC research initiative. The International Review of Research in Open and Distance Learning, 15 (5), 134-176. doi: https://doi.org/10.19173/irrodl.v15i5.1954
Handal, B., MacNish, J., y Petocz, P. (2013). Academics adopting mobile devices: The zone of free movement. In M. Gosper, J. Hedberg and H. Carter (Eds.), Electric Dreams. Proceedings 30th ASCILITE Conference (pp. 350-361). Sydney: Macquarie University.
Hew, K., y Cheung, W. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58. doi: 10.1016/j.edurev.2014.05.001
Hollands, F., y Tirthali, D. (2014). Why Do Institutions Offer MOOCs? Online Learning, 18 (3). Recuperado de https://olj.onlinelearningconsortium.org/index.php/olj/article/view/464
Holotescu, C., Grosseck, G., Cretu, V., y Naaji, A. (2014). Integrating MOOCs in blended courses. In I Rocean. Let’s Build the Future through Learning Innovation! (vol. I). Paper presentado en 10th International Scientific Conference on eLearning and software for Education, Bucharest, April 24-25 (pp. 237-242). Italia: Editura.
Hood, N., Littlejohn, A., y Milligan, C. (2015). Context counts: How learners’ contexts influence learning in a MOOC. Computers y Education, 91, 83-91. doi: https://doi.org/10.1016/j.compedu.2015.10.019
Hoxby, C. M. (2014). The economics of online postsecondary education: MOOCs, nonselective education, and highly selective education. American Economic Review, 104 (5), 528-533. doi: http://dx.doi.org/10.1257/aer.104.5.528
Israel, M. J. (2015). Effectiveness of integrating MOOCs in traditional classrooms for undergraduate students. International Review of Research in Open and Distributed Learning, 16 (5), 102-118. doi: https://doi.org/10.19173/irrodl.v16i5.2222
Jansen, D., y Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based on a mapping survey conducted in October - December 2014. Recuperado de http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf
Kennedy, G., Jones, D., Chambers, D., y Peacock, J. (2011). Understanding the reasons academics use – and don’t use – endorsed and unendorsed learning technologies. En Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (pp. 688-701). Australasian Society for Computers in Learning in Tertiary Education. Recuperado de https://www.learntechlib.org/p/43613/
Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., y Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology, 46 (3), 510-527. doi: https://doi.org/10.1111/bjet.12277
Liyanagunawardena, T. R., Lundqvist, K. Ø., y Williams, S. A. (2015). Who are with us: MOOC learners on a FutureLearn course. British Journal of Educational Technology, 46, 557-569.
Loya, A., Gopal, A., Shukla, I., Jermann, P., y Tormey, R. (2015). Conscientious behaviour, flexibility and learning in massive open on-line courses. Procedia – Social and Behavioral Sciences, 191, 519-525. doi: https://doi.org/10.1016/j.sbspro.2015.04.686
Margaryan, A., Bianco, M., y Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers y Education, 80, 77-83. doi: http://dx.doi.org/10.1016/j.compedu.2014.08.005
-1315
Mirriahi, N., Alonzo, D., y Fox, B. (2015). A blended learning framework for curriculum design and professional development. Research in Learning Technology, 23, doi: http://dx.doi.org/10.3402/rlt.v23.28451
Mirriahi, N., Alonzo, D., McIntyre, S., Kligyte, G., y Fox, B. (2015). Blended learning innovations: Leadership and change in one Australian institution. International Journal of Education and Development using Information and Communication Technology, 11 (1), 4-16.
Moskal, P., Dziuban, C., y Hartman, J. (2013). Blended learning: A dangerous idea? Internet & Higher Education, 18, 15-23. doi: http://dx.doi.org/10.1016/j.iheduc.2012.12.001
Nazarenko, A. L. (2015). Blended learning vs traditional learning: What works? (a case study research). Procedia - Social and Behavioral Sciences, 200 (22), 77-82. doi: https://doi.org/10.1016/j.sbspro.2015.08.018
Norman, G. (2010). Likert scales, levels of measurement and the “laws” of statistics. Advances in Health Science Education, 15, 625-632. doi: 10.1007/s10459-010-9222-y
Osuna-Acedo, S., Marta-Lazo, C., y Frau-Meigs, D. (2018). From sMOOC to tMOOC, learning towards professional transference. ECO European Project. Comunicar, 55, 105-114. doi: https://doi.org/10.3916/C55-2018-10
Owston, R., York, D., y Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. Internet & Higher Education, 18, 38-46. doi: https://doi.org/10.1016/j.iheduc.2012.12.003
Ramirez‐Arellano, A, Acosta‐Gonzaga, E, Bory‐Reyes J y Hernández‐Simón, LM. (2018): Factors affecting student learning performance: A causal model in higher blended education. Journal of Computed Assisted Learning. 34, 807–815. doi: https://doi.org/10.1111/jcal.12289
Ronkowitz, K., y Ronkowitz, L. C. (2015). MOOCs: Evolution and revolution. In E. McKay and J. Lenarcic Eds.), Macro-level learning through massive open online courses (MOOCs) (pp. 183-211). Hershey: IGI Global.
Smith, B., y Eng, M. (2013). MOOCs: A learning journey. In S. K. S. Cheung, J. Fong, W. Fong, F. L. Wang, y L. F. Kwok (Eds.), Hybrid Learning and Continuing Education (pp. 244-255). Berlin: Springer Berlin Heidelberg.
Torrisi-Steele, G. y Drew, S. (2013). The literature landscape of blended learning in higher education: the need for better understanding of academic blended practice. International Journal for Academic Development, 18 (4), 371-383. doi: https://doi.org/10.1080/1360144X.2013.786720
Tselios, N., Daskalakis, S., y Papadopoulou, M. (2011). Assessing the acceptance of a blended learning university course. Educational Technology y Society, 14 (2), 224-235.
Yousef, A. M. F., Chatti, M. A., y Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. En M. Marquand, S. White y M. A. Lakhanie, eLmL 2014, The Sixth International Conference on Mobile, Hybrid and On-line Learning, Barcelona, Marzo 23-27 (pp. 112-119). Barcelona: Iaria.
Yousef, A., Chatti, M., Schroeder, U., y Wosnitza, M. (2015). A usability evaluation of a blended MOOC environment: An experimental case study. The International Review of Research in Open and Distributed Learning, 16 (2). Recuperado de http://www.irrodl.org/index.php/irrodl/article/view/2032/3270
Yuan, L., Powell, S., y Olivier, B. (2014). Beyond MOOCs: Sustainable online learning in institutions. Bolton: CETIS. Recuperado de https://www.researchgate.net/publication/265297773_Beyond_MOOCs_Sustainable_Online_Learning_in_Institutions
Zhang, X., Huang, X., Wang, F., y Cao, X. (2018). Research on MOOC-based blended learning of programming language course. Paper presentado en la International Conference on Humanities and Advanced Education Technology (ICHAET 2018) Guangzhou (China), Agosto 19-20. (pp. 586-591). doi: 10.12783/dtssehs/ichae2018/25707
Zhou, M. (2016). Chinese university students’ acceptance of MOOCs: A self-determination perspective. Computers y Education, 92-93, 194-203. doi: http://dx.doi.org/10.1016/j.compedu.2015.10.012
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 RIED. Revista Iberoamericana de Educación a Distancia
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
