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Can we blend MOOCs into post secondary
classrooms to support learners’ learning and
professors’ teaching ?
Faculty of Education
Belinda Jin
TLC Presentation
TLC Presentation
Advantages and Disadvantages
Advantages Disadvantages
• MOOCs are free
• Learning is informal, open, and
universal.
• Students can share, work,
critique others and receive
feedbacks from each other.
• Students can collaborate with
their peers from different parts
of the world.
• Increase self-regulation through
students by working their own
• Technical Problems
• Academic dishonesty
• Lack of instructional design
• Lack of interaction between
professor and students
• Lack of completion rates
TLC Presentation
Previous Work
Blended/ Hybrid MOOCs ?
(Bruff et al., 2013; Holotescu et al.,2014; Najafi et al., 2014; Li,
2015; Israel, 2015).
bMOOCs in Higher Education:
Name of MOOC University Field Blended Learning Approach
Stanford’s introduction
to databases MOOC
Class2Go platform
University of
Puerto Rico Rio
Perdras, Puerto
Rico.
Science learning Students were required to enroll for Stanford’ MOOC course
and follow the online materials, online discussion, video
lectures and assignments. Instructor will provide the same
format of in class activities, project, and assessments, which
can be easier evaluate students’ learning
Stanford University’s
machine learning
MOOC -
(https://www.coursera.
org/course/ml)on the
Coursera platform
Vanderbilt
University
Engineering & Computer Science Students were asked to enroll in the MOOC and were required
to participate in all activities in this MOOC course; such as
watching video lectures, participating online discussion forums,
completing quizzes and programming assignments. Then, each
of them has to take the screenshots of their works and
submitted them to the on-campus instructor to show how they
contribute to the course; in order to get their participation grade
in the Vanderbilt course. Instructor as facilitator during the in
class learning process
Coursera & Open
Learning Initiative (OLI) at
Carnegie Mellon
University
Seven University
Campuses under
University
Systems of
Maryland (USM)
Computer science, Biology,
Communications,Statistics ,Pre – calculus
The tests covered a diverse range of
disciplines, including math, statistics,
computer science, communications, studio
art, poetry, philosophy, nutrition, ancient
Greek and Roman mythology, and
introductory literature.
Students had to enroll and to complete all the online
assignments
Udacity platform San Jose State
University (SJSU)
BS + MS Blended
Program
Science learning
a remedial-algebra survey course
(MATH 6L), an introduction to college-
level algebra
(MATH 8) and an introduction to
college-level statistics (STAT 95)
Students watched video lectures online and problem solving
through online discussion
Blended MOOCs Approach:
MOOCs
• Basic content
• Open Education
Resources
Face to Face
• Specific Content
Blended MOOCs
• Content specific
• Collaborative
learning
• Multimedia learning
Why bMOOCs ?
Blended MOOCs Workshop
Workshop Goal:
To develop a strategy to implement MOOCs as a component of a blended course
Workshop Outcomes:
Participants will be able to:
• Identify the characteristics of MOOCs
• Find the relevant resources on MOOC platforms
• Develop ideas or strategies for integrating MOOCs based on their own needs in
their teaching
REFERENCES
Ahmed Mohamed, F. Y., Chatti, M.A., Schroeder, U., & Wosnitza, M. (2015). A usability evaluation of a blended MOOC environment: An experimental case study.
International Review of Research in Open and Distributed Learning, 16 (2), Retrieved from http://search.proquest.com/docview/1703416516?accountid=13800
Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning. Journal of Online
Learning & Teaching, 9(2), 187-199.
Doherty, I., Harbutt, D., & Sharma, N. (2015). Designing and developing a MOOC. Medical Science Educator, 25(2), 177-181. doi:10.1007/s40670-015-0123-9.
Downes, S. (2011). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada. Retrieved from
http://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf.
Eckerdal, A., Kinnunen, P.,Thota,N., Nylén, A., Sheard, J., & Malmi, L. (2014). Teaching and learning with MOOCs: Computing academics’ perspectives and
engagement. TITICSE’14 (pp.9-14). Uppsala, Sweden. http://dx.doi.org/10.1145/2591708.2591740.
Fournier, H., & Kop, R. (2015). MOOC learning experience design: Issues and challenges. International Journal on ELearning, 14(3), 289 - 304.
Firmin, R., Schiorring, E., Whitmer,J., Willett, T., Collins, E. D., & Sujitparapitaya, S. (2014). Case study: Using MOOCs for conventional college course work,
Distance Education, (35)2, 178-201. doi: 10.1080/01587919.2014.917707.
Gose, B. (2012). 4 Massive Open Online Courses and How They Work. The Chronicle of Higher Education.Retrieved from http://chronicle.com/article/Massive-
Excitement-About/134664/.
Griffiths, R., Chingos, M., Mulhern, C., & Spies, R. (2014). Interactive online learning on campus: Testing MOOCs and other platforms in hybrid formats in the
University System of Maryland (ITHAKA S+R Report). Retrieved from http://www.sr.ithaka.org/wp-content/mig/reports/S-
R_Interactive_Online_Learning_Campus_20140710.pdf.
Holotescu, C., Grosseck, G., Cretu, V., & Naaji, A. (2014). Integrating MOOCs in blended courses. The 10th International Scientific Conference eLearning and
Software for Education Bucharest. doi:10.12753/2066-026X-14-000.
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. Retrieved from http://search.proquest.com/docview/1754596115?accountid=13800.
Jing, L. (2015). MOOC: A crisis or an opportunity for Chinese general education curriculum? MOOC’s implication for Chinese general education curriculum
development. Cross-Cultural Communication, 11(6), 64-69. doi:10.3968/7218.
Kevan, J.M., Menchaca,M.P., & Hoffman,E.S. (2016). Designing MOOCs for success: A student motivation-oriented framework. ACM. LAK '16, April 25 - 29, 2016,
Edinburgh, United Kingdom. DOI: http://dx.doi.org/10.1145/2883851.2883941
Knox, J. (2014). Digital cultural clash: “massive” education in the E – learning and digital cultures MOOC. Distance Education, (35)2, 164-177.
http://dx.doi.org/10.1080/01587919.2014.917704.
Li, Y., Zhang, M., Bonk, C.J., & Guo, Y. (2015). Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students’ Experience and
Perceptions. iJET International Journal of Emerging Technologies in Learning, 10(6). 4-10. http://dx.doi.org/10.3991/ijet.v10i6.4708.
Liqin, Z., Ning, W., &Chunhui, W.(2015). Construction of a MOOC based blend learning mode. The 10th International Conference on Computer Science & Education
(ICCSE 2015) July 22-24, 2015. Fitzwilliam College, Cambridge University, UK.
Marrone, M., Mantai, L. & Luzia, K. (2013). MOOCs - What’s cultural inclusion got to do with it? In H. Carter, M. Gosper and J. Hedberg (Eds.), Electric Dreams.
Proceedings ascilite 2013 Sydney (pp.541-545). Retrieved from http://www.ascilite.org/conferences/sydney13/program/papers/Marrone.pdf.
Morris, N. (2014). How digital technologies, blended learning and MOOCS will impact the future of higher education. International Conference e-Learning 2014.
Lisbon, Portugal. Retrieved from http://files.eric.ed.gov/fulltext/ED557272.pdf.
Morrison, L., Patrarca, D., Hughes, J., &Laffier, J. (2015). Co-Constructing knowledge through mOOC design and development. SITE 2015. Las Vegas, NV, United
Stated.
Najafi, H., Evans, R., &Federico, C.(2014). MOOC Integration into Secondary School Courses. International Review of Research in Open & Distance Learning,
15(5), 306-322. Retrieved from http://files.eric.ed.gov/fulltext/EJ1045969.pdf.
Ozturk, H.T. (2015). Examining value change in MOOCs in the scope of connectives and open educational resources movement. International Review of Research
in Open and Distributed Learning, 16 (5), Retrieved from http://search.proquest.com/docview/1754596277?accountid=13800.
Park, Y., Jung, I., & Reeves, T.C. (2015) Learning from MOOCs: a qualitative case study from the learners’ perspectives, Educational Media International, (52)2, 72-
87. doi: 10.1080/09523987.2015.1053286.
Peterson, D.R. (2014). MOOC Fizzles: Massive possibilities? A forum on MOOCs. Academic. Question 27(3), 316–319. doi=10.1007/s12129-014-9434-3.
Poon, J. (2013). Blended Learning: An Institutional Approach for Enhancing Students' Learning Experiences. MERLOT Journal of Online Learning and Teaching,
9(2). Retrieved from http://jolt.merlot.org/vol9no2/poon_0613.htm.
Porter, S. (2015). To MOOC or not to MOOC: how can online learning help to build the future of higher education?. Waltham, MA: Chandos Publishing/Elsevier.
Siemens, G. (2013). Massive open online courses: Innovation in education? In R. McGreal, W. Kinuthia, S. Marshall, & T. McNamara (Eds.), Open educational
resources: Innovation, research and practice (pp. 5 – 15). Vancouver, B.C.: Commonwealth of Learning and Athabasca University.
Zhang, Y. (2013). Benefiting from MOOC. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia: World Conference on Educational Media and
Technology 2013: (pp. 1372-1377). Association for the Advancement of Computing in Education (AACE).

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TLC Presentation

  • 1. Can we blend MOOCs into post secondary classrooms to support learners’ learning and professors’ teaching ? Faculty of Education Belinda Jin
  • 4. Advantages and Disadvantages Advantages Disadvantages • MOOCs are free • Learning is informal, open, and universal. • Students can share, work, critique others and receive feedbacks from each other. • Students can collaborate with their peers from different parts of the world. • Increase self-regulation through students by working their own • Technical Problems • Academic dishonesty • Lack of instructional design • Lack of interaction between professor and students • Lack of completion rates
  • 6. Previous Work Blended/ Hybrid MOOCs ? (Bruff et al., 2013; Holotescu et al.,2014; Najafi et al., 2014; Li, 2015; Israel, 2015). bMOOCs in Higher Education:
  • 7. Name of MOOC University Field Blended Learning Approach Stanford’s introduction to databases MOOC Class2Go platform University of Puerto Rico Rio Perdras, Puerto Rico. Science learning Students were required to enroll for Stanford’ MOOC course and follow the online materials, online discussion, video lectures and assignments. Instructor will provide the same format of in class activities, project, and assessments, which can be easier evaluate students’ learning Stanford University’s machine learning MOOC - (https://www.coursera. org/course/ml)on the Coursera platform Vanderbilt University Engineering & Computer Science Students were asked to enroll in the MOOC and were required to participate in all activities in this MOOC course; such as watching video lectures, participating online discussion forums, completing quizzes and programming assignments. Then, each of them has to take the screenshots of their works and submitted them to the on-campus instructor to show how they contribute to the course; in order to get their participation grade in the Vanderbilt course. Instructor as facilitator during the in class learning process Coursera & Open Learning Initiative (OLI) at Carnegie Mellon University Seven University Campuses under University Systems of Maryland (USM) Computer science, Biology, Communications,Statistics ,Pre – calculus The tests covered a diverse range of disciplines, including math, statistics, computer science, communications, studio art, poetry, philosophy, nutrition, ancient Greek and Roman mythology, and introductory literature. Students had to enroll and to complete all the online assignments Udacity platform San Jose State University (SJSU) BS + MS Blended Program Science learning a remedial-algebra survey course (MATH 6L), an introduction to college- level algebra (MATH 8) and an introduction to college-level statistics (STAT 95) Students watched video lectures online and problem solving through online discussion
  • 8. Blended MOOCs Approach: MOOCs • Basic content • Open Education Resources Face to Face • Specific Content Blended MOOCs • Content specific • Collaborative learning • Multimedia learning
  • 10. Blended MOOCs Workshop Workshop Goal: To develop a strategy to implement MOOCs as a component of a blended course Workshop Outcomes: Participants will be able to: • Identify the characteristics of MOOCs • Find the relevant resources on MOOC platforms • Develop ideas or strategies for integrating MOOCs based on their own needs in their teaching
  • 11. REFERENCES Ahmed Mohamed, F. Y., Chatti, M.A., Schroeder, U., & Wosnitza, M. (2015). A usability evaluation of a blended MOOC environment: An experimental case study. International Review of Research in Open and Distributed Learning, 16 (2), Retrieved from http://search.proquest.com/docview/1703416516?accountid=13800 Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning. Journal of Online Learning & Teaching, 9(2), 187-199. Doherty, I., Harbutt, D., & Sharma, N. (2015). Designing and developing a MOOC. Medical Science Educator, 25(2), 177-181. doi:10.1007/s40670-015-0123-9. Downes, S. (2011). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada. Retrieved from http://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf. Eckerdal, A., Kinnunen, P.,Thota,N., Nylén, A., Sheard, J., & Malmi, L. (2014). Teaching and learning with MOOCs: Computing academics’ perspectives and engagement. TITICSE’14 (pp.9-14). Uppsala, Sweden. http://dx.doi.org/10.1145/2591708.2591740. Fournier, H., & Kop, R. (2015). MOOC learning experience design: Issues and challenges. International Journal on ELearning, 14(3), 289 - 304. Firmin, R., Schiorring, E., Whitmer,J., Willett, T., Collins, E. D., & Sujitparapitaya, S. (2014). Case study: Using MOOCs for conventional college course work, Distance Education, (35)2, 178-201. doi: 10.1080/01587919.2014.917707. Gose, B. (2012). 4 Massive Open Online Courses and How They Work. The Chronicle of Higher Education.Retrieved from http://chronicle.com/article/Massive- Excitement-About/134664/. Griffiths, R., Chingos, M., Mulhern, C., & Spies, R. (2014). Interactive online learning on campus: Testing MOOCs and other platforms in hybrid formats in the University System of Maryland (ITHAKA S+R Report). Retrieved from http://www.sr.ithaka.org/wp-content/mig/reports/S- R_Interactive_Online_Learning_Campus_20140710.pdf. Holotescu, C., Grosseck, G., Cretu, V., & Naaji, A. (2014). Integrating MOOCs in blended courses. The 10th International Scientific Conference eLearning and Software for Education Bucharest. doi:10.12753/2066-026X-14-000. 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. Retrieved from http://search.proquest.com/docview/1754596115?accountid=13800. Jing, L. (2015). MOOC: A crisis or an opportunity for Chinese general education curriculum? MOOC’s implication for Chinese general education curriculum development. Cross-Cultural Communication, 11(6), 64-69. doi:10.3968/7218. Kevan, J.M., Menchaca,M.P., & Hoffman,E.S. (2016). Designing MOOCs for success: A student motivation-oriented framework. ACM. LAK '16, April 25 - 29, 2016, Edinburgh, United Kingdom. DOI: http://dx.doi.org/10.1145/2883851.2883941 Knox, J. (2014). Digital cultural clash: “massive” education in the E – learning and digital cultures MOOC. Distance Education, (35)2, 164-177. http://dx.doi.org/10.1080/01587919.2014.917704.
  • 12. Li, Y., Zhang, M., Bonk, C.J., & Guo, Y. (2015). Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students’ Experience and Perceptions. iJET International Journal of Emerging Technologies in Learning, 10(6). 4-10. http://dx.doi.org/10.3991/ijet.v10i6.4708. Liqin, Z., Ning, W., &Chunhui, W.(2015). Construction of a MOOC based blend learning mode. The 10th International Conference on Computer Science & Education (ICCSE 2015) July 22-24, 2015. Fitzwilliam College, Cambridge University, UK. Marrone, M., Mantai, L. & Luzia, K. (2013). MOOCs - What’s cultural inclusion got to do with it? In H. Carter, M. Gosper and J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 Sydney (pp.541-545). Retrieved from http://www.ascilite.org/conferences/sydney13/program/papers/Marrone.pdf. Morris, N. (2014). How digital technologies, blended learning and MOOCS will impact the future of higher education. International Conference e-Learning 2014. Lisbon, Portugal. Retrieved from http://files.eric.ed.gov/fulltext/ED557272.pdf. Morrison, L., Patrarca, D., Hughes, J., &Laffier, J. (2015). Co-Constructing knowledge through mOOC design and development. SITE 2015. Las Vegas, NV, United Stated. Najafi, H., Evans, R., &Federico, C.(2014). MOOC Integration into Secondary School Courses. International Review of Research in Open & Distance Learning, 15(5), 306-322. Retrieved from http://files.eric.ed.gov/fulltext/EJ1045969.pdf. Ozturk, H.T. (2015). Examining value change in MOOCs in the scope of connectives and open educational resources movement. International Review of Research in Open and Distributed Learning, 16 (5), Retrieved from http://search.proquest.com/docview/1754596277?accountid=13800. Park, Y., Jung, I., & Reeves, T.C. (2015) Learning from MOOCs: a qualitative case study from the learners’ perspectives, Educational Media International, (52)2, 72- 87. doi: 10.1080/09523987.2015.1053286. Peterson, D.R. (2014). MOOC Fizzles: Massive possibilities? A forum on MOOCs. Academic. Question 27(3), 316–319. doi=10.1007/s12129-014-9434-3. Poon, J. (2013). Blended Learning: An Institutional Approach for Enhancing Students' Learning Experiences. MERLOT Journal of Online Learning and Teaching, 9(2). Retrieved from http://jolt.merlot.org/vol9no2/poon_0613.htm. Porter, S. (2015). To MOOC or not to MOOC: how can online learning help to build the future of higher education?. Waltham, MA: Chandos Publishing/Elsevier. Siemens, G. (2013). Massive open online courses: Innovation in education? In R. McGreal, W. Kinuthia, S. Marshall, & T. McNamara (Eds.), Open educational resources: Innovation, research and practice (pp. 5 – 15). Vancouver, B.C.: Commonwealth of Learning and Athabasca University. Zhang, Y. (2013). Benefiting from MOOC. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2013: (pp. 1372-1377). Association for the Advancement of Computing in Education (AACE).

Notas del editor

  1. MOOCs can be categorized into two particular formats including the cMOOCs and xMOOC, and each of them has its unique underlying learning theory. MOOC was first introduced in 2008 and emerged as a popular mode of learning by 2012. In 2008, George Siemens (University of Texas Arlington) and Stephen Downes (National Research Council) developed the first MOOC course, titled Connectivism and Connective Knowledge (CCK08), to 25 tuition paying students at the University of Manitoba and over 2200 online learners who took the course for free. Initially, the first MOOC course was based on connectivist principles showing on that material should be aggregated, repurposable, and target at future learning, and supported by emerging technologies. It brought an unique learning experience to leaners to facilitate learning with peers through an online interactive environment. Downes called his course “cMOOCs”. xMOOCs Three years later, Sebastian Thurn and Pater Norvig launched as Introduction to Artificial Intelligence course, which was distinct from “cMOOCs”, was more like a post-secondary course. This sort, of course, is known as “xMOOC”. The xMOOC is based on the behaviourist pedagogy approach, primarily relying on “information transmission, computer - marketed assignment, and peer assessments”. The course had attracted over 160,000 learners from over 190 countries and is considered the landmark MOOC (Booker, 2013; Downes, 2012). Within a few years, xMOOCs have raised so many providers (including Udacity, Coursera, and edX) and attracted many educational institutions and individual to joining them.
  2. Today, many millions of people have signed up for xMOOC courses and the scale of MOOCs has been growth globally since 2011 Due to the massive number of students enrolled in these open MOOC classes, the large and diverse community of participants have brought so many challenges in MOOC teaching and learning. Many educators have expressed their concerns about the quality of MOOCs in learning, especially that of xMOOCs. Some concerns are summarized here: The lack of Instructional Design The lack of Online Discussion The lack of Completion Rate
  3. Based on this, many educators and researchers have discussed about possible opportunities that associated with MOOC in the past literature, such as blended xMOOC in traditional face to face lectures. Applying the best practices of instructional design, principles of e-learning, and learning theories can help improve MOOC features to “make the learning process meaningful, engaging and motivating” (Morrison et al., 2015, p.997). However, Israel (2015) suggests that MOOC should be adopted into a traditional F2F classroom setting for supporting teaching and learning. In addition, he believes that blending MOOC into F2F courses can “reduce learners’ withdrawal rate, increase learners’ interaction, [and] enhance learner learning outcomes” (Poon, 2013, para. 20). In blended MOOC learning environment, teachers can use the blended learning approach, integrate MOOC as a part of the high - quality learning content, and activities with F2F instruction to enhance optimal teaching process, and also contribute the relationship with learners in order to develop their learning perceptions through both F2F and online learning environment.  
  4. Recent user experiences of bMOOC have attracted the attention of the academic world; at the same time, provided strong evidence to show how the new opportunities successful support the formal F2F education in universities (Eckerdal et al., 2014; Israel, 2015; Li et al., 2015; Zhang, 2013). This section reviews the current blending of MOOC into F2F learning environment; in addition, to understand how the current literature has addressed potential benefits of implementing MOOC for the F2F teaching and learning.
  5. Advanced learning demands an increasingly Blended Learning approach. Where MOOCs can provide access to basic content, where peer experiences might overlap, the blended MOOCs options allow a more content specific approach grouping together people from more specialized fields.