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Integrating MOOCs into traditional higher education modules: a MOOC-based blend framework

Integrating MOOCs into traditional higher education modules: a MOOC-based blend framework
Integrating MOOCs into traditional higher education modules: a MOOC-based blend framework
Online learning platforms, such as MOOCs (Massive Open Online Courses), continue to expand, and some academics are taking advantage of these resources by integrating them into their teaching. The literature shows that there are many different ways that MOOCS are being blended into on-campus university teaching, and it would be helpful to have a framework that demonstrates the relationship between the in-person and MOOC curricula content, and the Blended Learning models used in practice. This study investigated how some UK academics are blending MOOCs into their in-person teaching and whether the blends used had any impact on course design. Semi-structured interviews were conducted with six participants with MOOC blending experience, and data were analysed using an inductive approach to Thematic Analysis. Results from this study generated an understanding of (1) what parts of MOOCs lecturers are using and how these resources are being blended into their in-person courses, (2) what kind of impact a MOOC-based blend can have on a course design and (3) the MOOC-based blend framework – a framework to assess the extent to which readily available MOOCs are integrated into lecture-based university modules in terms of curricular alignment and types of blend.
MOOCs, Blended Learning, Higher Education, open education, Online Learning
2156-7077
De Lima Guedes, Karla Kerlley
5c7f7565-9a71-4c0b-891f-f87d58be67e0
Davis, Hugh
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Schulz, John
a587472f-dde4-42fb-bc32-08d208d7fdf7
De Lima Guedes, Karla Kerlley
5c7f7565-9a71-4c0b-891f-f87d58be67e0
Davis, Hugh
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Schulz, John
a587472f-dde4-42fb-bc32-08d208d7fdf7

De Lima Guedes, Karla Kerlley, Davis, Hugh and Schulz, John (2022) Integrating MOOCs into traditional higher education modules: a MOOC-based blend framework. Research in Learning Technology, 30. (doi:10.25304/rlt.v30.2702).

Record type: Article

Abstract

Online learning platforms, such as MOOCs (Massive Open Online Courses), continue to expand, and some academics are taking advantage of these resources by integrating them into their teaching. The literature shows that there are many different ways that MOOCS are being blended into on-campus university teaching, and it would be helpful to have a framework that demonstrates the relationship between the in-person and MOOC curricula content, and the Blended Learning models used in practice. This study investigated how some UK academics are blending MOOCs into their in-person teaching and whether the blends used had any impact on course design. Semi-structured interviews were conducted with six participants with MOOC blending experience, and data were analysed using an inductive approach to Thematic Analysis. Results from this study generated an understanding of (1) what parts of MOOCs lecturers are using and how these resources are being blended into their in-person courses, (2) what kind of impact a MOOC-based blend can have on a course design and (3) the MOOC-based blend framework – a framework to assess the extent to which readily available MOOCs are integrated into lecture-based university modules in terms of curricular alignment and types of blend.

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Accepted/In Press date: 10 March 2022
Published date: 30 May 2022
Keywords: MOOCs, Blended Learning, Higher Education, open education, Online Learning

Identifiers

Local EPrints ID: 457965
URI: http://eprints.soton.ac.uk/id/eprint/457965
ISSN: 2156-7077
PURE UUID: 6649496e-2c30-43e5-84a7-0d8f0062f762
ORCID for Karla Kerlley De Lima Guedes: ORCID iD orcid.org/0000-0001-5470-0756
ORCID for Hugh Davis: ORCID iD orcid.org/0000-0002-1182-1459

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Date deposited: 23 Jun 2022 17:30
Last modified: 29 Jun 2022 01:46

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Contributors

Author: Hugh Davis ORCID iD
Author: John Schulz

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