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.

1. ENTER 2016 Research Track 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 Research Track Slide Number 2
Overview
• MOOCs
• MOOCs in Hospitality & Tourism
• Some MOOC Research Gaps
– MOOC Design Models
– MOOC Measures
• MOOC Camp
• Results
• Discussion

3. ENTER 2016 Research Track Slide Number 3

4. ENTER 2016 Research Track Slide Number 4

5. ENTER 2016 Research Track Slide Number 5

6. ENTER 2016 Research Track 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 Research Track Slide Number 7
MOOC Research Gaps
• MOOC design
– Online features
– Facilitation
• MOOC measures
– Certification
– Perceptions, intentions,
and actions

8. ENTER 2016 Research Track 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 Research Track 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 Research Track 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 Research Track 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 Research Track 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 Research Track 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 Research Track 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 Research Track Slide Number 15
Thank-you
• Shout out to ENTER 2016
• Aurkene Alzua
• Roland Schegg
• Alessandro Inversini
• Comments?
• Questions?