Taking Advantage of MOOCs in K-12 Education: A Blended Approach

Introduction

Learner-centered instructional environments facilitate the learning process and improve overall learning outcomes (Blumberg, 2008). However, researchers have found that instructors find difficulties designing courses based on learner-centered principles due to physical boundaries and time constraints (Brush, & Saye, 2000). With the emergence of Massive Open Online Courses (MOOCs), researchers (viz., Li, Zhang, Bonk, & Guo, 2015) posit that blending MOOCs into traditional instruction can support those learner-centered principles. Advocates, such as Thurne (2003), postulate that blended learning is a logical and natural evolution to a pedagogical framework. Thurne describes it as an elegant solution to the challenges of tailoring instruction to meet the needs of individuals. It provides an opportunity to take advantage of both the technological advances provided by online learning and participation in traditional learning (Suprabha, & Subramonian, 2015). This chapter articulates the use of MOOCs in a K-12 blended learning environment in North America.