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Blended learning with MOOCs: From investment effort to success: a systematic literature review on empirical evidence

Blended learning with MOOCs: From investment effort to success: a systematic literature review on empirical evidence
Blended learning with MOOCs: From investment effort to success: a systematic literature review on empirical evidence

This paper reports on a systematic literature review by analysing 48 empirical studies on the use of Blended Learning with MOOCs. The results report on the pedagogically motivated, infrastructural and design-intensive efforts of the institutions. Moreover, they empirically confirm previously made claims that within hybrid initiatives, Flipped Classroom model is the most used one. They also indicate that blended learning in the context of MOOCs yields positive results. At the same time, most of the reviewed empirical research uses so called “MOOCs as Driver” model, where a traditional course in the curriculum is organized around a MOOC.

Blended learning, Hybrid learning, MOOCs
0302-9743
53-58
Springer Verlag
Eradze, Maka
06bbcbfd-5cff-42d8-8cc1-252cab8b6ebd
León Urrutia, Manuel
4c9d6ced-5e35-4f09-827b-c2e4c702df3c
Reda, Valentina
3fc8eb81-04bc-42f9-9468-fcce0aafa558
Kerr, Ruth
16a2073c-1901-4fef-9f6c-dd6980c7628c
Delgado Kloos, Carlos
Wirsing, Martin
Calise, Mauro
Reich, Justin
Ruiperez-Valiente, Jose A.
Eradze, Maka
06bbcbfd-5cff-42d8-8cc1-252cab8b6ebd
León Urrutia, Manuel
4c9d6ced-5e35-4f09-827b-c2e4c702df3c
Reda, Valentina
3fc8eb81-04bc-42f9-9468-fcce0aafa558
Kerr, Ruth
16a2073c-1901-4fef-9f6c-dd6980c7628c
Delgado Kloos, Carlos
Wirsing, Martin
Calise, Mauro
Reich, Justin
Ruiperez-Valiente, Jose A.

Eradze, Maka, León Urrutia, Manuel, Reda, Valentina and Kerr, Ruth (2019) Blended learning with MOOCs: From investment effort to success: a systematic literature review on empirical evidence. Delgado Kloos, Carlos, Wirsing, Martin, Calise, Mauro, Reich, Justin and Ruiperez-Valiente, Jose A. (eds.) In Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge - 6th European MOOCs Stakeholders Summit, EMOOCs 2019, Proceedings. vol. 11475 LNCS, Springer Verlag. pp. 53-58 . (doi:10.1007/978-3-030-19875-6_7).

Record type: Conference or Workshop Item (Paper)

Abstract

This paper reports on a systematic literature review by analysing 48 empirical studies on the use of Blended Learning with MOOCs. The results report on the pedagogically motivated, infrastructural and design-intensive efforts of the institutions. Moreover, they empirically confirm previously made claims that within hybrid initiatives, Flipped Classroom model is the most used one. They also indicate that blended learning in the context of MOOCs yields positive results. At the same time, most of the reviewed empirical research uses so called “MOOCs as Driver” model, where a traditional course in the curriculum is organized around a MOOC.

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More information

e-pub ahead of print date: 8 May 2019
Published date: 2019
Venue - Dates: 6th European Conference on Massive Open Online Courses, EMOOCs 2019, Naples, Italy, 2019-05-20 - 2019-05-22
Keywords: Blended learning, Hybrid learning, MOOCs

Identifiers

Local EPrints ID: 433661
URI: https://eprints.soton.ac.uk/id/eprint/433661
ISSN: 0302-9743
PURE UUID: c2585a5f-f4c4-4b23-b89d-55cdea53a5e4

Catalogue record

Date deposited: 29 Aug 2019 16:30
Last modified: 29 Aug 2019 16:30

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Contributors

Author: Maka Eradze
Author: Manuel León Urrutia
Author: Valentina Reda
Author: Ruth Kerr
Editor: Carlos Delgado Kloos
Editor: Martin Wirsing
Editor: Mauro Calise
Editor: Justin Reich
Editor: Jose A. Ruiperez-Valiente

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