How Inverse Blended Learning Can Turn Up Learning with MOOCs?

Martin Ebner, Mohammad Khalil, Sandra Schön, Christian Gütl, Birgit Aschemann, Wilfried Frei, David Röthler

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Massive Open Online Courses (MOOCs) have been a hype in technology enhanced learning systems the last couple of years. The promises behind MOOCs stand on delivering free and open education to the public, as well as training a large criterion of students. However, MOOCs clashes severely with students dropout which by then forced educationalists to deeply think of MOOCs effectivity from all angles. As a result, the authors of this paper pro-pose a pedagogical idea that strongly depends on injecting the online learning (MOOC) with face-to-face sessions to refresh the students minds as well as in-tegrating them in the real learning process. The authors after that analyze the re-sults of their experiment using Learning Analytics. The outcomes have shown a new record of certification ratio (35.4%), an improvement of student interaction in the MOOC platform, and a manifest in social interaction in the MOOC dis-cussion forum.
LanguageEnglish
Title of host publicationMOOC-MAKER 2017
Subtitle of host publicationProceedings of the International Conference MOOC-MAKER 2017
Pages21-30
StatusPublished - 19 Nov 2017

Fields of Expertise

  • Information, Communication & Computing

Cite this

Ebner, M., Khalil, M., Schön, S., Gütl, C., Aschemann, B., Frei, W., & Röthler, D. (2017). How Inverse Blended Learning Can Turn Up Learning with MOOCs? In MOOC-MAKER 2017: Proceedings of the International Conference MOOC-MAKER 2017 (pp. 21-30)

How Inverse Blended Learning Can Turn Up Learning with MOOCs? / Ebner, Martin; Khalil, Mohammad; Schön, Sandra; Gütl, Christian; Aschemann, Birgit; Frei, Wilfried; Röthler, David .

MOOC-MAKER 2017: Proceedings of the International Conference MOOC-MAKER 2017. 2017. p. 21-30.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Ebner, M, Khalil, M, Schön, S, Gütl, C, Aschemann, B, Frei, W & Röthler, D 2017, How Inverse Blended Learning Can Turn Up Learning with MOOCs? in MOOC-MAKER 2017: Proceedings of the International Conference MOOC-MAKER 2017. pp. 21-30.
Ebner M, Khalil M, Schön S, Gütl C, Aschemann B, Frei W et al. How Inverse Blended Learning Can Turn Up Learning with MOOCs? In MOOC-MAKER 2017: Proceedings of the International Conference MOOC-MAKER 2017. 2017. p. 21-30.
Ebner, Martin ; Khalil, Mohammad ; Schön, Sandra ; Gütl, Christian ; Aschemann, Birgit ; Frei, Wilfried ; Röthler, David . / How Inverse Blended Learning Can Turn Up Learning with MOOCs?. MOOC-MAKER 2017: Proceedings of the International Conference MOOC-MAKER 2017. 2017. pp. 21-30
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title = "How Inverse Blended Learning Can Turn Up Learning with MOOCs?",
abstract = "Massive Open Online Courses (MOOCs) have been a hype in technology enhanced learning systems the last couple of years. The promises behind MOOCs stand on delivering free and open education to the public, as well as training a large criterion of students. However, MOOCs clashes severely with students dropout which by then forced educationalists to deeply think of MOOCs effectivity from all angles. As a result, the authors of this paper pro-pose a pedagogical idea that strongly depends on injecting the online learning (MOOC) with face-to-face sessions to refresh the students minds as well as in-tegrating them in the real learning process. The authors after that analyze the re-sults of their experiment using Learning Analytics. The outcomes have shown a new record of certification ratio (35.4{\%}), an improvement of student interaction in the MOOC platform, and a manifest in social interaction in the MOOC dis-cussion forum.",
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