Students’ Perceptions of a Learning Support Initiative for b-MOOCs

Abstract

Blended learning based on MOOCs (b-MOOC) has become a new and wide-spread approach to combining internet technologies with face-to-face instruction in higher education. In the implementation of b-MOOCs, learning support or scaffolding proves to be essential and determines to some extent the success of blended learning, while available literature shows lack of re-search on it. Aiming at exploring a feasible learning support approach for b-MOOCs in practice, this study constructed a support framework with four key elements of resources (R), interaction (I), strategy (S) and evaluation (E) support, briefed as RISE, and implemented it in the Business English course in a Chinese university. A survey and semi-structured interview were conducted to make clear its effects, the perceptions and expectations of students. It shows that the RISE support initiative got wide recognition and resulted in various improvements, promoting learning autonomy, improving learning strategy, increasing interaction and time devoted. As to suggestions, more targeted and higher degree of support is expected by learners and they show preference for face-to-face instruction and suggestion is raised that the proportion of face-to-face section should be no less than the online part. The results of this study may offer practical reference in b-MOOC design about how to support learning process of students and what components and methods are effective.

MOOC Appropriation and Agency in Face-to-Face Learning Communities

“…They found that learners in the blended course were more engaged than on-campus learners on aspects related to social learning. In another study, Zhao and Song (2020) provided resources, interaction, strategy, and evaluation support for students taking blended courses in a Chinese university. The results showed that the support initiative promoted learning autonomy, improved learning strategy, and increased interactions.…”

Evaluación de t-MOOC universitario sobre competencias digitales docentes mediante juicio de expertos según el Marco DigCompEdu

“…En este contexto aparecen nuevas configuraciones como los hMOOC, que son modelos híbridos entre los xMOOC y los CMOOC (García-Peñalvo et al, 2018); los bMOOC, que persigue combinar las ventajas del aprendizaje en línea y la interacción cara a cara (Zhao & Song, 2020); los SPOOC, que se caracterizan por las restricciones tanto de acceso, como de número de participantes, fomentando de esta manera un aprendizaje más personalizado y práctico (Aguayo y Bravo, 2017). Pilli & Admiraal (2016) realizaron una taxonomía de los diferentes MOOC en función de dos dimensiones: masividad y apertura, y en función de ellos construyen una matriz bidimensional con cuatro categorías: (i) pequeña escala y menos abierta, (ii) pequeña escala y más abierta, (iii) gran escala y menos abierta, (iv) gran escala y más abierta (Figura 1).…”

Prediction Model of Students' Learning Motivation Based on Combinatorial Optimization Algorithm

“…Contemporary college students have a certain degree of autonomy in their learning activities, that's, they have the right and freedom to choose independently in terms of learning content, learning methods and learning time [6][7][8][9][10][11]. Although college students also need the guidance and management of teachers in learning, their knowledge structure has changed from the vertical accumulation in the middle school stage to the horizontal expansion in the university stage [12][13][14][15][16][17][18][19]. A college student who is active in learning has more clear goals and enthusiasm for learning in terms of class participation, independent learning, and seeking knowledge, and their academic performance and comprehensive quality are also higher.…”