Promoting innovative thinking and achievements in a massive open online course

Abstract

This chapter deals with the role of massive open online courses (MOOCs) in promoting innovative thinking skills and achievements among undergraduate students. The study compared two groups who studied the same course in different learning environments: 1. students who studied the course via MOOC (N=91) and 2. students who studied the same F2F course in the classroom (N=66). The study applied the quantitative approach, collecting data via pre- and post-questionnaires and students’ grades in the different assignments in the course. Findings indicated that MOOC students promoted innovative thinking skills emphasizing exploring and networking skills, as F2F students promoted innovative thinking skills emphasizing asking questions that challenge the status quo. Findings also indicated a positive relationship between innovative thinking skills and achievements in the MOOC group.