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How to measure student engagement in the Context of blended-MOOC

How to measure student engagement in the Context of blended-MOOC
How to measure student engagement in the Context of blended-MOOC
This paper aims to develop a model of measuring student engagement in a blended-MOOC context. Massive Open Online Courses (MOOCs) are those that are delivered, usually by leading universities, with a promise to provide free high-quality education to an unlimited number of learners. They offer an opportunity for ‘blended’ course design, where instructors can integrate MOOC content within face to face educational activities and components.
Three internationally recognized existing frameworks, the National Survey of Student Engagement (NSSE), UK Engagement Survey (UKES) and Student Engagement Questionnaire (SEQ) were combined into a single model. The model was confirmed by a panel of thirty-five expert practitioners. A trial evaluation using the model was carried out on thirteen students who had participated in a course that had adopted a blended-MOOC format.
The confirmed model has nine indicators which provide information about distinct aspects of student engagement.
It is considered to be the first model designed to measure student engagement within the blended-MOOC context.
1-15
Almutairi, Fadiyah
9a84a1c6-5688-4b68-9eb7-0f82793a8711
White, Susan
5f9a277b-df62-4079-ae97-b9c35264c146
Almutairi, Fadiyah
9a84a1c6-5688-4b68-9eb7-0f82793a8711
White, Susan
5f9a277b-df62-4079-ae97-b9c35264c146

Almutairi, Fadiyah and White, Susan (2018) How to measure student engagement in the Context of blended-MOOC. Interactive Technology and Smart Education, 1-15. (doi:10.1108/ITSE-07-2018-0046). (In Press)

Record type: Article

Abstract

This paper aims to develop a model of measuring student engagement in a blended-MOOC context. Massive Open Online Courses (MOOCs) are those that are delivered, usually by leading universities, with a promise to provide free high-quality education to an unlimited number of learners. They offer an opportunity for ‘blended’ course design, where instructors can integrate MOOC content within face to face educational activities and components.
Three internationally recognized existing frameworks, the National Survey of Student Engagement (NSSE), UK Engagement Survey (UKES) and Student Engagement Questionnaire (SEQ) were combined into a single model. The model was confirmed by a panel of thirty-five expert practitioners. A trial evaluation using the model was carried out on thirteen students who had participated in a course that had adopted a blended-MOOC format.
The confirmed model has nine indicators which provide information about distinct aspects of student engagement.
It is considered to be the first model designed to measure student engagement within the blended-MOOC context.

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Accepted/In Press date: 17 July 2018

Identifiers

Local EPrints ID: 422149
URI: https://eprints.soton.ac.uk/id/eprint/422149
PURE UUID: ad98b2b0-617e-4648-97dc-55ceaf1977db
ORCID for Susan White: ORCID iD orcid.org/0000-0001-9588-5275

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Date deposited: 18 Jul 2018 16:30
Last modified: 19 Jul 2018 00:34

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Contributors

Author: Fadiyah Almutairi
Author: Susan White ORCID iD

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