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MOOC Camp: A flipped classroom and blended learning model
This document summarizes a study on MOOC Camp, which used a blended learning model that combined Massive Open Online Courses (MOOCs) with facilitated in-person discussions. The study examined outcomes of a MOOC Camp program run through the US Department of State at 65 locations with over 4,000 participants. Logistic regression analysis found that participation, in-person discussions, gender, and student status predicted certificate completion, while enjoyment of MOOCs was predicted by perceived learning, ability to find materials, text appropriateness, and participation value. The study had limitations as an exploratory study with a small sample but provided insights into MOOC design factors and measures of success beyond certificates.
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MOOC Camp: A flipped classroom and blended learning model
- 1. ENTER 2016 ResearchTrack Slide Number 1 MOOC Camp: A Flipped Classroom and Blended Learning Model Jamie Murphy1 , J. Bruce Tracey2 , Laurel Horton-Tognazzini1 1 Australian School of Management, Australia {j.murphy, l.horton}@asm.edu.au https://asm.edu.au/ 2 Cornell University, USA jbt6@cornell.edu https://sha.cornell.edu/
- 2. ENTER 2016 ResearchTrack Slide Number 2 Overview • MOOCs • MOOCs in Hospitality & Tourism • Some MOOC Research Gaps – MOOC Design Models – MOOC Measures • MOOC Camp • Results • Discussion
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- 6. ENTER 2016 ResearchTrack Slide Number 6 Hospitality/Tourism MOOCs • Presence: about 30 or under 1% ifitt.org/hospitality-and-tourismmoocs/ • Academic awareness (Deale, 2015) – 57% unfamiliar or somewhat unfamiliar – 98% never participated – 99% never taught • Academic research: ~ ten papers
- 7. ENTER 2016 ResearchTrack Slide Number 7 MOOC Research Gaps • MOOC design – Online features – Facilitation • MOOC measures – Certification – Perceptions, intentions, and actions
- 8. ENTER 2016 ResearchTrack Slide Number 8 MOOC Camp • US Department of State • Facilitated/blended learning: flipped classroom • 65 locations • 4,000+ participants • 200 MOOCs • English and Business • 40-80% completion • Post-completion survey in some locations
- 9. ENTER 2016 ResearchTrack Slide Number 9 RESULTS Dependent variable chi- square p df Nagelkerke R2 Classification % Learned a great deal 50.909 <.001 17 .456 78.7 Enjoy taking more MOOCs 88.703 <.001 17 .756 92.6 Earned a certificate 31.997 .015 17 .408 80.3 Logistic Regression n=122
- 10. ENTER 2016 ResearchTrack Slide Number 10 PREDICTION RESULTS • Earned a certificate – Participation valued*, f2f discussions***, male by university student • Learned a great deal – enjoy taking more MOOCs** • Enjoy taking more MOOCs – learned a great deal**, could find material**, appropriate text*, participation valued*, age**, English**, certificate by university student *p≤.05, ** p≤.01, ***p≤.001
- 11. ENTER 2016 ResearchTrack Slide Number 11 LIMITATIONS • Exploratory study • Small, convenience sample • Blended learning with a MOOC • Limited generalisibility • Online learning in general and MOOCs in particular, continue to evolve
- 12. ENTER 2016 ResearchTrack Slide Number 12 DISCUSSION: MOOC Design • Course materials and instructor or peer facilitation impact motivation to learn (Aguinis & Kraiger, 2009) • MOOC learning environment – user-friendly interfaces for acquiring and using course resources – appropriate text – multiple opportunities for instructor- and peer- based interactions – demographics are important
- 13. ENTER 2016 ResearchTrack Slide Number 13 DISCUSSION: MOOC Measures • Question certificate earned – Extrinsic motivation – Copying Answers using Multiple Existences Online (CAMEO) • Consider intrinsic measures – Learned a lot – Enjoy taking more MOOCs
- 14. ENTER 2016 ResearchTrack Slide Number 14 FUTURE RESEARCH • Flipped classroom, blended learning and other MOOC models • xMOOC vs cMOOC variables • Intrinsic variables, e.g. self-efficacy, goal setting, persistence, reciprocal interaction (Bandura, 1977, 1978; Cisel, 2014) • Workplace training vs higher education
- 15. ENTER 2016 ResearchTrack Slide Number 15 Thank-you • Shout out to ENTER 2016 • Aurkene Alzua • Roland Schegg • Alessandro Inversini • Comments? • Questions?