MOOC and Blended Learning Models: Analysis from a Stakeholders' Perspective
Teresa Torres-Coronas, María-Arántzazu Vidal-Blasco, Universitat Rovira i Virgili, Tarragona, Spain
IJICTE Volume 13, Number 3, ISSN 1550-1876 Publisher: IGI Global
Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.
Torres-Coronas, T. & Vidal-Blasco, M.A. (2017). MOOC and Blended Learning Models: Analysis from a Stakeholders' Perspective. International Journal of Information and Communication Technology Education, 13(3), 88-99. IGI Global.