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.
Original languageEnglish
Title of host publicationMOOC-MAKER 2017
Subtitle of host publicationProceedings of the International Conference MOOC-MAKER 2017
Pages21-30
Publication statusPublished - 19 Nov 2017

Fields of Expertise

  • Information, Communication & Computing

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