The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students

Moura, Valéria Feitosa de; Souza, César Alexandre de; Viana, Adriana Backx Noronha

doi:10.1016/j.compedu.2020.104077

Cited by 84 publications

(47 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Online teaching and learning platforms were anticipated to facilitate access to quality higher education and expand access to knowledge. 18 However, a study conducted by Mpungose 19 shows that only a few students had access to the online learning platform. This hindered their transition from contact learning to remote learning.…”

Section: Introductionmentioning

confidence: 99%

Online teaching and learning through the students’ eyes – Uncertainty through the COVID-19 lockdown: A qualitative case study in Gauteng province, South Africa

Gumede

Badriparsad

2022

Radiography

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 99%

Online teaching and learning through the students’ eyes – Uncertainty through the COVID-19 lockdown: A qualitative case study in Gauteng province, South Africa

Gumede

Badriparsad

2022

Radiography

View full text Add to dashboard Cite

“…With strong self-e cacy or satisfaction, students may feel voluntary to receive blended instruction and keep regular engagement in blended learning programs. To improve students' engagement, MOOCs could be used as a form to blend face-to-face courses (de Moura, de Souza, & Viana, 2021).…”

Section: Discussionmentioning

confidence: 99%

A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement in different countries

2021

Preprint

View full text Add to dashboard Cite

Although the new century has been witnessing increasing popularity of blended learning especially during this special pandemic time, few studies have summarized the effectiveness of blended learning in different countries. This meta-analysis summarizes previous studies on blended learning effectiveness in different countries in terms of students’ performance, students’ attitudes towards blended learning, learning achievement, and student engagement in different countries. Through the meta-analysis via Stata/MP 14.0, it is concluded that blended learning could improve performance, attitude, and achievement in most countries. However, in both China and the USA, blended learning could not significantly improve student engagement in academic activities. No significant differences were revealed in student performance in the USA between blended and non-blended learning. Future research could extend the research into blended learning to more countries and areas across the world.

show abstract

“…Based on previous studies (Golonka et al, 2014 ; Yang and Dai, 2015 ; Zhai, 2017 ), the definitions of Icourse and Pigai are presented in Table 1 . Massive open online courses (MOOCs) are often criticized for high dropout rates and low student engagement (Gilliland et al, 2018 ; de Moura et al, 2021 ). Icourse, as a SPOC platform, is claimed to be a valid alternative as course designers, usually course lecturers, permit the course syllabus to be flexible in difficulty and more adaptable to different student characteristics (Ruiz-Palmero et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study

Yang-xi

Zhao

2021

Front. Psychol.

View full text Add to dashboard Cite

Students experience different levels of autonomy based on the mediation of self-regulated learning (SRL), but little is known about the effects of different mediation technologies on students' perceived SRL strategies. This mixed explanatory study compared two technology mediation models, Icourse (a learning management system) and Icourse+Pigai (an automatic writing evaluation system), with a control group that did not use technology. A quasi-experimental design was used, which involved a pre and post-intervention academic writing test, an SRL questionnaire, and one-to-one semi-structured student interviews. The aim was to investigate 280 Chinese undergraduate English as a foreign language (EFL) students' academic writing performance, lexical complexity, and perceptions of self-regulated strategies in academic writing. One-way ANCOVA of writing performance, Kruskal-Wallis test of lexical complexity, ANOVA of the SRL questionnaire, and grounded thematic content analysis revealed that, first, both Icourse and Icourse+Pigai provided significant support for the development of SRL strategies vs. the control group, although there was no significant difference between the two groups. Second, Icourse+Pigai-supported SRL was more helpful for improving students' academic writing performance because it enabled increased writing practice and correction feedback. Third, Icourse+Pigai-supported SRL did not significantly improve students' lexical complexity. In conclusion, we argue that both learning management systems and automated writing evaluation (AWE) platforms may be used to assist students' SRL learning to enhance their writing performance. More effort should be directed toward developing technological tools that increase both lexical accuracy and lexical complexity. We conclude that the technical tools used in this study were positively connected to the use of SRL techniques. However, when creating technologically mediated SRL activities, students' psychological study preferences should be considered.

show abstract

The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students

Cited by 84 publications

References 32 publications

Online teaching and learning through the students’ eyes – Uncertainty through the COVID-19 lockdown: A qualitative case study in Gauteng province, South Africa

Online teaching and learning through the students’ eyes – Uncertainty through the COVID-19 lockdown: A qualitative case study in Gauteng province, South Africa

A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement in different countries

How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study

Contact Info

Product

Resources

About