Blended MOOCs: university teachers’ perspective

Abstract

Comunicació presentada a: EC-TEL 2015 Workshops CHANGEE, WAPLA, and HybridEd, dins the10th European Conference on Technology Enhanced Learning, celebrat a Toledo, Espanya, del 15 al 18 de setembre de 2015

Blended Massive Open Online Courses (bMOOCs) have arisen as a
 blended learning strategy that combines the use of MOOC platform-supported
 activities and video-based content with in-class face-to-face activities in Higher
 Education contexts. While first bMOOCs experiences are being reported in the
 literature, it is unclear which is the general perception of this approach by university
 teachers. This paper presents a survey study among 43 professors planning
 or already involved in the creation and use of MOOCs in their institutions.
 Results indicate a high level of acceptance. Flipped learning is the hybrid methodological
 approach preferred, but other approaches are also highlighted. Barriers
 and difficulties are mostly institutional and technological but also pedagogical.

This research has also been partially supported by the RESET project (TIN2014-53199-C3-3-R).