Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students’ Experience and Perceptions

Abstract

Abstract-The purpose of this experimental study was to redesign a traditional undergraduate course by integrating MOOC content and flipped classroom practice and to see its effectiveness through students' experience and perceptions. The course named "Internet and Distance Education" was taught in Winter Semester, 2013 at the Zhejiang University in Hangzhou, China to 15 undergraduate students majoring in education. E-learner satisfaction surveys found that students were generally satisfied with many aspects of the redesigned course, including instructor response timeliness, instructor attitude toward the technology, e-learning course flexibility, technology quality, Internet quality, perceived usefulness, perceived ease of use, and perceived e-learner satisfaction, while learner perceived interaction with others was not so satisfactory. Based on the findings, several suggestions to improve the course design are offered.

Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens

“…Flipped classrooms are more democratic and student-centred than traditional teaching, as learner autonomy, student-teacher contact, student interactions and engagement improve (Garrison & Cleveland-Innes, 2005;Kellogg, 2013). Students feel in control of their learning as they follow their own pace (Breivik, 2015;Li, Zhang, Bonk, & Guo, 2015). Abeysekera and Dawson (2015) provide evidence that flipped classrooms improve student motivation and support learning by limiting the cognitive load, thereby enabling better mastery and retention of learning (Center for Digital Education, 2013) Well-executed flipped classrooms that are structured and organised lead to better learning outcomes than traditional lectures due to independent learning and critical thinking (Breivik, 2015;Kellogg, 2013).…”

Blended Learning Approach of the Flipped Model for Partograph Short Course

“…Further studies on implementation of the flipped classroom are provided by Chen L. (2015), Er, E. (2015), Howitt, C. (2015), Kvashnina O.S. (2016), and Li Y. (2015).…”

Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality

“…Previous studies about engagement in MOOCs focused on the engagement patterns (Ferguson & Clow, 2015;Khalil & Ebner, 2017;Phan, McNeil, & Robin, 2016) and the impact of engagement on performance or completion (de Barba, Kennedy, & Ainley, 2016;Freitas et al, 2015;Goldberg et al, 2015;Onah et al, 2014). Scholars have mentioned that student engagement contains multiple components, but most studies consider the "engagement" as a multidimensional uniform variable, or focus on one dimension of engagement (such as behavioral engagement) (Appleton, Christenson, Kim, & Reschly, 2006;Cho & Cho, 2014;Fredricks, 2011;Li, Zhang, Bonk, & Guo, 2015;Liu, Calvo, Pardo, & Martin, 2015;Reeve, Jang, Carrell, Jeon, & Barch, 2004). However, a small amount of literature indicates that there is a certain interrelationship between different dimensions of engagement (Cheung, Shen, Lee, & Chan, 2015;Fang, Zhao, Wen, & Wang, 2017).…”