A framework of hybrid MOOC-based pedagogies

Mar Pérez-Sanagustín, Isabel Hilliger, Pablo Schwarzenberg, Denis Parra

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

The School of Engineering at Pontificia Universidad Católica (PUC) started developing its MOOC initiative in September 2014. Since then, the school has been producing MOOCs based on specialized topics for Coursera, besides working on MOOCs to complement on-campus courses for Open edX. In parallel with the course production, the school started implementing MOOCbased hybrid pedagogies. In order to organize and systematically analyze these pedagogies, the school proposed a framework that classifies them into three categories: remedial, complementary and flipped. As a preliminary evaluation of the framework, this paper presents a case study of a remedial hybrid MOOCbased pedagogy implemented for a Calculus course. Adoption and learning benefits were defined as key principal indicators (KPIs) to understand the impact of this pedagogy at an institutional level, and inform future institutional decisions. Further work includes validating complementary and flipped categories.

Original languageEnglish
Title of host publicationEC-TEL-WS 2015 - Trends in Digital Education
Subtitle of host publicationSelected papers from EC-TEL 2015 Workshops CHANGEE, WAPLA, and HybridEd
EditorsRaquel M. Crespo-Garcia, Pedro J. Munoz-Merino, Carlos Delgado Kloos, Carlos Alario-Hoyos
PublisherCEUR-WS
Pages6-10
Number of pages5
ISBN (Electronic)9788489315969
Publication statusPublished - 1 Jan 2015
EventEC-TEL 2015 Workshops CHANGEE, WAPLA, and HybridEd - Toledo, Spain
Duration: 18 Sep 2015 → …

Publication series

NameCEUR Workshop Proceedings
Volume1599
ISSN (Print)1613-0073

Conference

ConferenceEC-TEL 2015 Workshops CHANGEE, WAPLA, and HybridEd
Country/TerritorySpain
CityToledo
Period18/09/15 → …

Keywords

  • Higher education
  • KPIS
  • MOOCs

ASJC Scopus subject areas

  • Computer Science(all)

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