Massive Open Online Courses, shortly MOOS, are one important trend of technology-enhanced learning of the last years. In this contribution we introduce a new didactical approach that we call "inverse blended learning" (IBL). Whereas "blended learning" is the enrichment of traditional learning settings through online inputs or phases, the IBL approach aims to enhance a pure online course with additional offline meetings for exchange and practising. Within two case studies the concept was tested and evaluated. The research study points out that the typical high dropout rate for MOOCs decreased arbitrarily. Therefore we recommend introducing the didactical approach of inverse blended learning in future MOOCs, if applicable.
|Title of host publication||The Impact of MOOCs on Distance Education in Malaysia and Beyond|
|Publisher||Routledge / Taylor and Francis|
|Number of pages||8|
|Publication status||Published - 15 Mar 2019|
Fields of Expertise
- Information, Communication & Computing
Ebner, M., & Schön, S. (2019). Inverse Blended Learning – a didactical concept for MOOCs and ist positive effects on dropout-rates. In The Impact of MOOCs on Distance Education in Malaysia and Beyond Routledge / Taylor and Francis.