How Inverse Blended Learning can Turn Up Learning with MOOCs?
Martin Ebner (Graz University of Technology)
M.F.D. Khalil (TU Delft - Web Information Systems)
Sandra Schön (Salzburg Research)
Christian Gütl (Graz University of Technology)
Birgit Aschemann (CONEDU)
Wilfried Frei (CONEDU)
David Röthler (WerdeDigital.at)
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Abstract
Massive Open Online Courses (MOOCs) have been a hype in technology
enhanced learning systems the last couple of years. The promises behind
MOOCs stand on delivering free and open education to the public, as well as
training a large criterion of students. However, MOOCs clashes severely with
students dropout which by then forced educationalists to deeply think of
MOOCs effectivity from all angles. As a result, the authors of this paper propose
a pedagogical idea that strongly depends on injecting the online learning
(MOOC) with face-to-face sessions to refresh the students minds as well as integrating them in the real learning process. The authors after that analyze the results of their experiment using Learning Analytics. The outcomes have shown a
new record of certification ratio (35.4%), an improvement of student interaction
in the MOOC platform, and a manifest in social interaction in the MOOC discussion forum.
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