By Meris Stansbury
Compilation of case studies that describe use of MOOCs as part of blended learning provides insights into new potential for massive online courses.
The verdict may still be out on the effectiveness of MOOCs on their own to improve learning outcomes and bring value to an institution, but could MOOCs have a more definitive positive impact in a blended or hybrid model; specifically, as incorporated in traditional, face-to-face courses?
To try and help answer this question, Maria Joseph Israel, School of Education, University of San Francisco, reviewed five recent college and university experiments that used MOOCs in a blended format in traditional classroom settings, and synthesized the findings into challenges and opportunities presented by this MOOC integration.
“Of late, a growing number of researchers, teachers, colleges, and universities have begun to report integrating MOOCs in a traditional classroom setting to support face-to-face learning experiences in a blended format,” writes Israel. “Understanding its intricacies can promote further research as well as assist improving the design of future MOOCs, and inform useful strategies for similar implementation by others.”
The case studies chosen by Israel vary in student size from a small 10 to hundreds of students, number of courses adopted from a single course to a maximum of 17 courses, duration of experiment from a single semester to multiple semesters spread over two academic years, and adoption methods from a supplementary text to a fully integrated course in traditional classrooms.
Israel states that not only can the models be divided into two categories: Single MOOC adoption and multiple MOOCs adoption, but each of these categories can be further divided into models adopting ‘live’ or archived MOOCs as replacement for traditional in-campus courses and models adopting MOOCs as supplementary texts.
[ Full article available at eCampus News: http://www.ecampusnews.com/top-news/blended-learning-moocs-145/ ]