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The present paper presents the planning, implementation, observation and analysis of both quantitative and qualitative data of a participatory action research, aiming to study the potential role, value and uses of MOOCs in secondary education. Within the context of this research, a computer programming hybrid MOOC (named PROG15) which combined aspects of both x-and c-MOOCs architecture and pedagogy was designed, implemented and openly provided to Greek Secondary Education students. The MOOC completion rate (xMOOC dimension) was relatively low, but similar to that of typical xMOOCs for adults, while the degree of collaboration with other students and contribution to the course content (the cMOOC dimension) was relatively average. Before their involvement in the MOOC, the participating students recorded particularly high learning expectations from the specific course and from the collaborative learning model it proposed and quite positive views regarding the impact of this new educational tool on secondary education. Their attitude towards these issues was even more positive after their involvement in the MOOC, while their overall experience was particularly positive. The above findings, although they resulted from a comparatively small sample of students for the measures of MOOCs and within a very specific educational context, they form a particularly promising background for the utilization of this new tool in secondary education in general and specifically for the preparation of students for higher education studies, in subjects related to computer programming. Of course, further research and investigation is required on the design, development and implementation of the next generation of MOOCs and the practical and theoretical research outcomes resulted from this research can be a quite valuable input.

Even though it has been established that the incorporation of computers into the teaching and learning process enhances student performance, the underlying mechanisms through which this is accomplished have been largely unexplored. The present study aims to shed light on this issue. Two groups of 10 secondary school students were tutored by their geography teacher in how to solve correlational problems. Students in the one group used paper and pencil while students in the other group used a computer spreadsheet. All tutorials were videotaped, transcribed verbatim, and subsequently all transcripts were segmented and coded. The mean frequencies for teacher and student behaviours between the two conditions were then compared. Results indicated that teacher behaviour in the two conditions differed in terms of error feedback, factual and conceptual questions asked, regulation of students, and task management. Regarding student behaviours, the findings showed that the two conditions differed in terms of task engagement, goal setting, and explanations given. On the basis of these findings the issue of mechanisms is discussed and three main implications for the teaching and learning practice are drawn.