Relying on advanced network technologies, Massive Open Online Courses (MOOCs)can support the transformation and deep construction of high-quality open courses.However, with the use of MOOCs in many universities and colleges, new issues haveemerged. MOOCs are not specifically designed for local conditions. Researchers lackunderstanding of the effectiveness of using shared MOOCs in traditional universityteaching. The purpose of this study was to analyze the effectiveness of MOOC-basedflipped learning and to propose clear reuse guidelines for MOOCs in the traditionaluniversity education. We conducted a quasi-experiment in an inorganic chemistrycourse. The results were presented in terms of learners’participation and learningperformance, and a post-task survey and interviews were also conducted toinvestigate the students’experiences in order to include these experiences in designand research plans of MOOCs-based flipped learning. The results showed thatstudents in the MOOC-based flipped classroom on average performed better thanthose in the traditional classroom. However, no changes in self-efficacy and self-regulated learning were detected after the end of the course. In addition, thequantitative and qualitative data combined indicated that most students had afavorable experience of the flipped classroom, in terms of student–studentinteraction, available learning materials, and active learning results. Implications forMOOC integration are discussed.
|Number of pages||18|
|Journal||International Journal of Educational Technology in Higher Education|
|Publication status||Published - 26 Aug 2019|
- Flipped learning
- Higher education
- Learning performance