Blending MOOCs in Face-to-Face Teaching and Studies

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review


The impetus for this study stems from two opposing tendencies in the current Danish educational system. On one hand, there is a growing demand for improvements in both student satisfaction rates and dropout rates. On the other hand, there have been steady cuts in resources, particularly in terms of hours allotted for lecturers to meet existing demands.
In order to design solutions to this challenge, this study collaborated with three educators and their 73 students in a teacher training faculty in Denmark, where Massive Open Online Courses (MOOCs) are already produced and available for teaching integration. The study experiments with different ways of letting MOOCs play supplementary roles in students’ study work. The main research question we seek to answer is, thus, how MOOCs can contribute to improvements in teaching quality without increasing the number of lectures, while simultaneously supporting students in obtaining higher degrees of independence in study activities.
The data are collected through literature reviews, interviews with the participants and observations of on-campus teaching integrating MOOC content. The resulting mixed data will be analysed using constant comparisons inspired by grounded theory. The paper will categorise former design experiments with MOOCs in blended settings, and, using design workshops and interviews with educators as our point of departure, we will sketch and discuss various models for blending MOOCs with face-to-face teaching and supporting structures for students’ independent work in MOOCs outside campus.
StatusUdgivet - 2016
BegivenhedEuropean Conference on E-learning - Faculty of Education at Charles University, Prague, Tjekkiet
Varighed: 27 okt. 201628 okt. 2016


KonferenceEuropean Conference on E-learning
LokationFaculty of Education at Charles University