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Enhancing the Student Experience:: integrating MOOCs into campus-based modules

Enhancing the Student Experience:: integrating MOOCs into campus-based modules
Enhancing the Student Experience:: integrating MOOCs into campus-based modules
Massive Open Online Courses (MOOCs) are continuing to expand in Higher Education Institutions (HEIs). In some cases, these courses are becoming integrated into institutions, to such an extent that they are being incorporated in the on-campus curriculum. There are a range of benefits which learners can enjoy when undertaking a university module in which participating in a MOOC is part of the syllabus, such as participating in wider learning communities, and accessing state-of-the-art learning materials. However, at the moment it is not easy to evaluate the outcome of integrating MOOCs into traditional university modules, as there is not yet a great deal of research reporting on the area. To address this research gap, this paper reports on a socio-technical intervention in which 46 undergraduates on the Online Social Networks module at the University of Southampton also had the Learning in the Network Age and Power of Social Media FutureLearn MOOCs, and an offline support programme, integrated into the syllabus for revision purposes. Learners were surveyed before the module started to establish their prior experience of and attitudes to MOOCs. In order to reach an assessment of the effectiveness of the intervention, the module final grades and result profile, the learners assessed reflections and the anonymized end-of-module feedback forms were analyzed. The module grade average increased by three percent, moving up a band, and the number of top grades awarded doubled. However, learner reflections and feedback were rather more mixed, with equal numbers of learners finding MOOCs of great value for deepening understanding as those who gained little benefit from the experience. Such diversity of outcomes led the researchers to a discussion of the barriers affecting a socio-technical approach to HE teaching and learning.
Octaedro
Leon Urrutia, Manuel
4c9d6ced-5e35-4f09-827b-c2e4c702df3c
Fair, Nicholas
743fd34e-7e2b-42d0-818e-1db641e789be
Leon Urrutia, Manuel
4c9d6ced-5e35-4f09-827b-c2e4c702df3c
Fair, Nicholas
743fd34e-7e2b-42d0-818e-1db641e789be

Leon Urrutia, Manuel and Fair, Nicholas (2020) Enhancing the Student Experience:: integrating MOOCs into campus-based modules. In, Trends and good practices in research and teaching. Octaedro. (doi:10.36006/16184-08).

Record type: Book Section

Abstract

Massive Open Online Courses (MOOCs) are continuing to expand in Higher Education Institutions (HEIs). In some cases, these courses are becoming integrated into institutions, to such an extent that they are being incorporated in the on-campus curriculum. There are a range of benefits which learners can enjoy when undertaking a university module in which participating in a MOOC is part of the syllabus, such as participating in wider learning communities, and accessing state-of-the-art learning materials. However, at the moment it is not easy to evaluate the outcome of integrating MOOCs into traditional university modules, as there is not yet a great deal of research reporting on the area. To address this research gap, this paper reports on a socio-technical intervention in which 46 undergraduates on the Online Social Networks module at the University of Southampton also had the Learning in the Network Age and Power of Social Media FutureLearn MOOCs, and an offline support programme, integrated into the syllabus for revision purposes. Learners were surveyed before the module started to establish their prior experience of and attitudes to MOOCs. In order to reach an assessment of the effectiveness of the intervention, the module final grades and result profile, the learners assessed reflections and the anonymized end-of-module feedback forms were analyzed. The module grade average increased by three percent, moving up a band, and the number of top grades awarded doubled. However, learner reflections and feedback were rather more mixed, with equal numbers of learners finding MOOCs of great value for deepening understanding as those who gained little benefit from the experience. Such diversity of outcomes led the researchers to a discussion of the barriers affecting a socio-technical approach to HE teaching and learning.

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More information

e-pub ahead of print date: 1 December 2019
Published date: 1 January 2020

Identifiers

Local EPrints ID: 457904
URI: http://eprints.soton.ac.uk/id/eprint/457904
PURE UUID: 1b4144e6-521c-4470-97d2-182452e1c174
ORCID for Nicholas Fair: ORCID iD orcid.org/0000-0003-1566-4689

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Date deposited: 21 Jun 2022 18:18
Last modified: 22 Jun 2022 01:47

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Author: Nicholas Fair ORCID iD

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