H-MOOC Framework: Reusing MOOCs for Hybrid Education
| Autor: | Saif Rayyan, Isabel Hilliger, Mar Pérez-Sanagustín, Carlos Delgado Kloos, Carlos Alario-Hoyos |
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| Přispěvatelé: | Service IntEgration and netwoRk Administration (IRIT-SIERA), Institut de recherche en informatique de Toulouse (IRIT), Université Toulouse 1 Capitole (UT1), Université Fédérale Toulouse Midi-Pyrénées-Université Fédérale Toulouse Midi-Pyrénées-Université Toulouse - Jean Jaurès (UT2J)-Université Toulouse III - Paul Sabatier (UT3), Université Fédérale Toulouse Midi-Pyrénées-Centre National de la Recherche Scientifique (CNRS)-Institut National Polytechnique (Toulouse) (Toulouse INP), Université Fédérale Toulouse Midi-Pyrénées-Université Toulouse 1 Capitole (UT1), Université Fédérale Toulouse Midi-Pyrénées, Pontificia Universidad Católica de Chile (UC), Universidad Carlos III de Madrid [Madrid] (UC3M) |
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Technology
Knowledge management Higher education Computer science Framework Integration Reuse Courses Flipped classroom Institutional support Education Order (exchange) Indicators Perceptions 0501 psychology and cognitive sciences [INFO]Computer Science [cs] Curriculum Hybrid initiatives 050107 human factors Telecomunicaciones business.industry 4. Education 05 social sciences Educational technology 050301 education Moocs Blended learning business 0503 education |
| Zdroj: | Journal of Computing in Higher Education Journal of Computing in Higher Education, 2017, 29 (1), pp.47-64. ⟨10.1007/s12528-017-9133-5⟩ e-Archivo: Repositorio Institucional de la Universidad Carlos III de Madrid Universidad Carlos III de Madrid (UC3M) e-Archivo. Repositorio Institucional de la Universidad Carlos III de Madrid instname HAL |
| Popis: | International audience; Since Massive Open Online Courses (MOOCs) started to become part of the scene of Higher Education (HE), many institutions have joined the race of MOOC creation. However, producing MOOCs has shown to be a cumbersome and expensive activity for HE institutions. For this reason, many universities have started to explore and experiment with hybrid initiatives in which locally produced and third-party MOOCs are reused and integrated into traditional courses. Most of the hybrid initiatives described in the literature so far focus on flipped classroom experiences, although there are some other possibilities for integrating MOOCs in the curriculum. Moreover, few studies have reported on the institutional support required for implementing hybrid initiatives, and their benefits from a curriculum perspective. In order to shed some light on the opportunities that arise from the reuse of MOOCs, this paper presents H-MOOC, a framework that describes hybrid MOOC-based initiatives as a continuum of two factors: (1) institutional support to reuse an existing MOOC, and (2) curricular content alignment between the MOOC and the program, or the course hybridized. In addition, H-MOOC proposes indicators to measure the impact of these initiatives at both educational and institutional levels. Examples of actual hybrid initiatives and a set of guiding questions are presented to show how to apply the H-MOOC framework in different contexts. |
| Databáze: | OpenAIRE |
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