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MOOC and Blended Learning Models: Analysis From a Stakeholders' Perspective

MOOC and Blended Learning Models: Analysis From a Stakeholders' Perspective

Teresa Torres-Coronas, María-Arántzazu Vidal-Blasco
Copyright: © 2018 |Pages: 13
ISBN13: 9781522554721|ISBN10: 1522554726|EISBN13: 9781522554738
DOI: 10.4018/978-1-5225-5472-1.ch015
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MLA

Torres-Coronas, Teresa, and María-Arántzazu Vidal-Blasco. "MOOC and Blended Learning Models: Analysis From a Stakeholders' Perspective." Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 276-288. https://doi.org/10.4018/978-1-5225-5472-1.ch015

APA

Torres-Coronas, T. & Vidal-Blasco, M. (2018). MOOC and Blended Learning Models: Analysis From a Stakeholders' Perspective. In I. Management Association (Ed.), Online Course Management: Concepts, Methodologies, Tools, and Applications (pp. 276-288). IGI Global. https://doi.org/10.4018/978-1-5225-5472-1.ch015

Chicago

Torres-Coronas, Teresa, and María-Arántzazu Vidal-Blasco. "MOOC and Blended Learning Models: Analysis From a Stakeholders' Perspective." In Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 276-288. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5472-1.ch015

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Abstract

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

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