NDLI: The impact of integrating MOOCs into campus courses on student engagement

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The impact of integrating MOOCs into campus courses on student engagement

Content Provider	Semantic Scholar
Author	Almutairi, Fadiyah
Copyright Year	2018
Abstract	FACULTY OF PHYSICAL SCIENCES AND ENGINEERING Electronics and Computer Science Thesis for the degree of Doctor of Philosophy The Impact of Integrating MOOCs into Campus Courses on Student Engagement Fadiyah Muwaffaq Almutairi This thesis examines the impact of integrating elements of Massive Open Online Courses (MOOCs) into the on-campus learning of Saudi women’s higher educational institutions. It also explores and identifies patterns of student engagement in a blended MOOC design. MOOCs are courses which are delivered, usually by leading universities, with the promise of providing free, high-quality education to a limitless number of learners. In a ‘blended’ course design, instructors can integrate MOOC content with face-to-face educational activities and components. Thus enabling them to use lecture time to conduct meaningful discussions, to identify and clarify misconceptions, or to mentor students in group projects. The current study seeks to improve the general understanding of the impact of blending MOOC systems into Saudi women’s higher education, with emphasis on student engagement. A preliminary study was conducted to develop a model that could help measure student engagement in the context of a blended-MOOC. Three well-established existing frameworks — the National Survey of Student Engagement (NSSE), the UK Engagement Survey (UKES), and the Student Engagement Questionnaire (SEQ)— were combined into a single model. The model has nine indicators which provide information about distinct aspects of student engagement. This model was confirmed by a panel of thirty-five expert practitioners. A trial evaluation using the model was carried out on thirteen students who had participated in a course that had adopted a blended-MOOC format. Subsequently, a counterbalanced, within-subjects experimental design was used to identify any statistically significant differences in the impact on student
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://eprints.soton.ac.uk/429737/1/final_version.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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