MOOC integration into secondary school courses

We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher sup...

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Autores principales:	Hedieh Najafi, Rosemary Evans, Christopher Federico
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/773dd6848d934f078ee004a02f7e6fba
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spelling	oai:doaj.org-article:773dd6848d934f078ee004a02f7e6fba2021-12-02T18:03:24ZMOOC integration into secondary school courses10.19173/irrodl.v15i5.18611492-3831https://doaj.org/article/773dd6848d934f078ee004a02f7e6fba2014-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1861https://doaj.org/toc/1492-3831We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. Although the MOOC-only students watched more unique videos, the blended-mode students stayed more on-track with the MOOC. The blended-mode students showed more persistence in retaking quizzes, yet they scored lower than the MOOC-only students.Hedieh NajafiRosemary EvansChristopher FedericoAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 5 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Hedieh Najafi Rosemary Evans Christopher Federico MOOC integration into secondary school courses
description	We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. Although the MOOC-only students watched more unique videos, the blended-mode students stayed more on-track with the MOOC. The blended-mode students showed more persistence in retaking quizzes, yet they scored lower than the MOOC-only students.
format	article
author	Hedieh Najafi Rosemary Evans Christopher Federico
author_facet	Hedieh Najafi Rosemary Evans Christopher Federico
author_sort	Hedieh Najafi
title	MOOC integration into secondary school courses
title_short	MOOC integration into secondary school courses
title_full	MOOC integration into secondary school courses
title_fullStr	MOOC integration into secondary school courses
title_full_unstemmed	MOOC integration into secondary school courses
title_sort	mooc integration into secondary school courses
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/773dd6848d934f078ee004a02f7e6fba
work_keys_str_mv	AT hediehnajafi moocintegrationintosecondaryschoolcourses AT rosemaryevans moocintegrationintosecondaryschoolcourses AT christopherfederico moocintegrationintosecondaryschoolcourses
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MOOC integration into secondary school courses

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