MOOC Integration into Secondary School Courses
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| Title: | MOOC Integration into Secondary School Courses |
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| Language: | English |
| Authors: | Najafi, Hedieh, Evans, Rosemary, Federico, Christopher |
| Source: | International Review of Research in Open and Distance Learning. Nov 2014 15(5):306-322. |
| Availability: | Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Online Courses, Large Group Instruction, High School Students, College Preparation, Economics, Teaching Methods, Educational Technology, Blended Learning, Scores, Tests, Video Technology, Persistence, Foreign Countries, Questionnaires, Learner Engagement, Statistical Analysis |
| Geographic Terms: | Canada |
| ISSN: | 1492-3831 |
| Abstract: | We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. Although the MOOC-only students watched more unique videos, the blended-mode students stayed more on-track with the MOOC. The blended-mode students showed more persistence in retaking quizzes, yet they scored lower than the MOOC-only students. |
| Abstractor: | As Provided |
| Number of References: | 11 |
| Entry Date: | 2014 |
| Accession Number: | EJ1045969 |
| Database: | ERIC |
| Abstract: | We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. Although the MOOC-only students watched more unique videos, the blended-mode students stayed more on-track with the MOOC. The blended-mode students showed more persistence in retaking quizzes, yet they scored lower than the MOOC-only students. |
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| ISSN: | 1492-3831 |
