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The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students

机译：在混合学习课程中使用大规模开放的在线课程（MOOCS）和学生所感知的功能价值

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摘要

Massive Open Online Courses (MOOCs) are presented as an option to the traditional model of higher education institutions. MOOCs have been used as part of face-to-face regular university courses as a new form of blended learning (BL), but little is known about the best ways to design effective MOOC-based BL. Besides, studies that assess the intention to continue using MOOCs do not assess their quality and value as perceived by students. This study aims to understand how MOOCs can be better integrated into blended learning. To do so, an exploratory case study was carried out a in MOOC-based BL in the discipline Fundamentals of Administration at a Brazilian university to evaluate three aspects: (1) pedagogical approach/rationale; (2) pedagogical/instructional design for integrating the MOOC into the course; and (3) perceived quality and value by the students. The results show that the MOOC was used as a blended learning method in an introductory course, replacing part of the hours of face-to-face classes, allowing an increase of the number of students per teacher, besides making the discipline more attractive to the students. Results also show that the functional value perceived by the students is favorable, with a score of 4.53 (7-point scale) and is influenced by the perceived quality regarding the MOOC (r = 0.29) and blended learning process (r = 0.22). This study extends previous research by demonstrating two different designs of MOOC-based BL that contribute to the improvement of the pedagogical process, reduce costs, and improve the quality problems of MOOCs. In addition, this study developed a model that associates perceived quality and perceived value with the intention to continue MOOCs within the context of the MOOC-based BL. This model may be used to evaluate which strategies for MOOC-based BL generate the highest perceived quality by the students.
机译：大规模开放的在线课程（MOOCS）作为传统高等教育机构模式的选择。 Moocs已被用作面对面常规大学课程的一部分，作为一种新的混合学习形式（BL），但对于设计有效的基于MooC的BL的最佳方式知之甚少。此外，评估使用MOOCS的意图的研究不会评估学生所感知的质量和价值。本研究旨在了解MOOCS如何更好地集成到混合学习中。为此，探索性案例研究是在巴西大学行政管理基础上的基于MooC的基础上进行了一个探索性案例研究，以评估三个方面：（1）教学方法/理论; （2）用于将MOOC集成到课程的教学/教学设计; （3）学生的质量和价值。结果表明，MOOC被用作介绍性课程中的混合学习方法，取代了面对面课程的一部分，允许增加每位教师的学生人数，除了使学科更具吸引力学生们。结果还表明，学生所感知的功能价值有利，得分为4.53（比例7分），受到MOOC（r = 0.29）和混合学习过程的感知质量的影响（r = 0.22）。本研究通过展示了基于Mooc的BL的两种不同设计来扩展了先前的研究，这有助于提高教学过程，降低成本，提高MOOC的质量问题。此外，本研究制定了一个模型，该模型将感知质量和感知价值相关联，以便在基于MooC的BL的背景下继续MoOC。该模型可用于评估基于Mooc的BL的哪些策略，由学生产生最高的感知质量。

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