H-MOOC framework: reusing MOOCs for hybrid education
- 764 Downloads
Since Massive Open Online Courses (MOOCs) started to become part of the scene of Higher Education (HE), many institutions have joined the race of MOOC creation. However, producing MOOCs has shown to be a cumbersome and expensive activity for HE institutions. For this reason, many universities have started to explore and experiment with hybrid initiatives in which locally produced and third-party MOOCs are reused and integrated into traditional courses. Most of the hybrid initiatives described in the literature so far focus on flipped classroom experiences, although there are some other possibilities for integrating MOOCs in the curriculum. Moreover, few studies have reported on the institutional support required for implementing hybrid initiatives, and their benefits from a curriculum perspective. In order to shed some light on the opportunities that arise from the reuse of MOOCs, this paper presents H-MOOC, a framework that describes hybrid MOOC-based initiatives as a continuum of two factors: (1) institutional support to reuse an existing MOOC, and (2) curricular content alignment between the MOOC and the program, or the course hybridized. In addition, H-MOOC proposes indicators to measure the impact of these initiatives at both educational and institutional levels. Examples of actual hybrid initiatives and a set of guiding questions are presented to show how to apply the H-MOOC framework in different contexts.
KeywordsMOOCs Higher education Hybrid initiatives Framework Indicators
This work has been partially supported by the Fondecyt Project (11150231), the Project The Clover 2030 Engineering Strategy (14ENI2-26862), the Erasmus+ Programme of the European Union, projects MOOC-Maker (561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JP), SHEILA (562080-EPP-1-2015-BE-EPPKA3-PI-FORWARD) and COMPETEN-SEA (574212-EPP-1-2016-1- NL-EPPKA2-CBHE-JP), by the Madrid Regional Government, through the eMadrid Excellence Network (S2013/ICE-2715), and by the Spanish Ministry of Economy and Competitiveness, project RESET (TIN2014-53199-C3-1-R) and fellowship FPDI-2013-17411.
- Alario-Hoyos, C., Kloos, C. D., Estévez-Ayres, I., Fernández-Panadero, C., Blasco, J., Pastrana, S., et al. (2016). Interactive activities: The key to learning programming with MOOCs. In Proceedings of the fourth European MOOCs Stakeholders Summit (EMOOCs), pp. 319–328.Google Scholar
- Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. Journal of Online Learning and Teaching, 9(2), 187–199.Google Scholar
- Conole, G. (2015). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, RED, 39. http://revistas.um.es/red/article/view/234221/179941.
- Ghadiri, K., Qayoumi, M. H., Junn, E., Hsu, P., & Sujitparapitaya, S. (2013). The transformative potential of blended learning using MIT edX’s 6.002 x online MOOC content combined with student team-based learning in class. Environment, 8, 14.Google Scholar
- Griffiths, R., Chingos, M., Mulhern, C., & Spies, R. (2014). Interactive online learning on campus: Testing MOOCs and other hybrid formats in the University System of Maryland. New York: Ithaka S + R.Google Scholar
- Joseph, A., & Nath, B. (2013). Integration of Massive Open Online Education (MOOC) system with in-Classroom Interaction and Assessment and Accreditation: An extensive report from a pilot study. In Proceedings of the international conference on e-learning, e-business, enterprise information systems, and e-Government (EEE), 105.Google Scholar
- Kerr, B. (2015). The flipped classroom in engineering education: A survey of the research. In Proceedings of the IEEE international conference on interactive collaborative learning, pp. 815–818.Google Scholar
- Kloos, C. D., Muñoz-Merino, P. J., Alario-Hoyos, C., Ayres, I. E., & Fernández-Panadero, C. (2015). Mixing and blending MOOC technologies with face-to-face pedagogies. In Proceedings of the IEEE Global Engineering Education Conference (EDUCON), Tallin, Estonia, pp. 967–971.Google Scholar
- Kloos, C. D., Muñoz-Merino, P. J., Muñoz-Organero, M., Alario-Hoyos, C., Pérez-Sanagustín, M., Ruipérez, J. A., & Sanz, J. L. (2014). Experiences running MOOCs and SPOCs at UC3M. In Proceedings of the IEEE Global Engineering Education Conference (EDUCON), pp. 884–891.Google Scholar
- Nissenson, P. M., & Shih, A. C. (2015). MOOC on a budget: Development and implementation of a low-cost MOOC at a State University. In Proceedings of the 122nd ASEE annual conference & exposition, pp. 1–25.Google Scholar
- Pérez-Sanagustín, M., Hernández-Correa, J., Gelmi, C., Hilliger, I., & Rodriguez, M. F. (2016b). Does taking a MOOC as a complement for remedial courses have an effect on my learning outcomes? A pilot study on calculus. In Proceedings of the European conference on technology enhanced learning (in press).Google Scholar
- Pérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Delgado Kloos, C., & Rayyan, S. (2016a). Describing MOOC-based Hybrid initiatives: The H-MOOC Framework. In Proceedings of the European MOOCs Stakeholders Summir (EMOOCs), pp. 159–172.Google Scholar
- Zhang, Y. (2013). Benefiting from MOOC. In World conference on educational multimedia. Hypermedia and Telecommunications, 2013(1), pp. 1372–1377.Google Scholar