Blended Massive Open Online Courses (bMOOCs) have arisen as a blended learning strategy that combines the use of MOOC platform-supported activities and video-based content with in-class face-to-face activities in Higher Education contexts. While first bMOOCs experiences are being reported in the literature, it is unclear which is the general perception of this approach by university teachers. This paper presents a survey study among 43 professors planning or already involved in the creation and use of MOOCs in their institutions. Results indicate a high level of acceptance. Flipped learning is the hybrid methodological approach preferred, but other approaches are also highlighted. Barriers and difficulties are mostly institutional and technological but also pedagogical.
Massive Open Online Courses (MOOCs) are playing an important educational role
in higher education [
This study uses a survey research methodology in order to acquire a detailed view
of the meaning of the phenomenon for individuals [
An important number of the professors – 14 out of the 43 responses (32%) – do plan to use their MOOCs to also support their formal university f2f courses (Table 1). However, in most cases – 17 (40%) –, professors did not consider that, as it will be shown below, due to the novelty of the methodology. Despite that, 100% of the professors who did not consider the blended strategy believe they could use bMOOC in the future – 65% without conditions, 17’5% if the institutional barriers are overcome and 17’5% if the technological barriers disappear –.
The rest of the respondents –12 out of 43 (28%) – did not have f2f classrooms therefore they can not follow the proposed approach. In no case, the use of a blended methodology was rejected after being considered as a possible option. With these results and answering the RQ1, it can be affirmed that bMOOCs are widely accepted by the professors participating in this survey
Most participants – 10 out of the 17 (60%) – did not consider using bMOOC because they did not think of / know about the possibility of using their MOOC in their f2f classes. The other reason of not considering a blended approach with MOOCs – that 2 of the 17 participants manifested (11’8%) –, was the potential institutional barriers in accepting the introduction of new methodologies in class. Only one participant (6%) of those who did not consider bMOOC, was because of the potential difficulties that can arise when combining different learning platforms, for example, the university platform with MOOC platform. Moreover, one respondent exposed his own answer, which is that she or he conceives MOOCs as external teaching endeavors. In no case, the reason for not taking in consideration the bMOOC approach was due to the perception that students will refuse this methodology or because of the belief that materials prepared for a MOOC are not useful for f2f classrooms. Concerning the RQ2, the main entry barrier identified is the novelty of the methodology. Most of professors do not know the possibility of using their MOOCs in classroom, however, they manifested that they could use it in the future. 3.3
Concerning the percentage of MOOC content which will be used by the professors in the traditional classrooms: in most cases – 6 out of 14 (43%) – all MOOC content will be used as part of the f2f classrooms, whereas 5 out 14 (36%) of professors will use the online content partially. In only 3 cases (21%) they will simply recommend the MOOC as complementary material. In relation to RQ3, flipped classroom approach was the most voted by the respondents (29%) when it was asked to them how will use the MOOC in their traditional classes. A 5% will use the contents in class hours as a support material. Also a 5% will offer the MOOC to the students who fail the course and have to face exam preparation that they will make it a few weeks or months later. Some of the professors (4%) did not still know how they will use the MOOC whereas the same number (4%) will base their f2f classes in their massive open online course.
However, participants who are planning to use their MOOC in a blended approach identified some possible foreseen difficulties (regarding the RQ4). Technological problems: related to MOOC and university platforms, lack of simulation or design activities as well as automatic evaluation related to special subjects as electronics and possible problem to assure reliably evaluation in a continuous assessment. Institutional barriers: budget and low future vision related with innovation processes. Issues related to professors: low institutional support, low motivation and involvement in new learning methodologies and high effort to introduce novel methodologies and produce new high quality content in new formats. Issues related to the students: lack of self-discipline and perseverance in autonomous work. Legal aspects: rights of authorship (images, videos…etc.). 4
Despite being a new blended learning strategy, bMOOCs show a high level of acceptance by the professors. In order to reduce the main entry barrier, related to the novelty of the approach, it could be appropriate to provide guidance and models to the professors to unveil good practices shaping hybrid pedagogies. Further research, with a larger sample and analyzing bMOOCs case studies, is necessary in order to offer deeper insights and understanding. Results also indicate the need for research on how to reduce the technological, pedagogical and institutional problems that appear when implementing bMOOCs in Higher Education.
The authors want to thank the professors that participated in the survey. Contact with the participants was facilitated via a workshop organized by the Catalan MOOCs Universitats-SUR project. This research has also been partially supported by the RESET project (TIN2014-53199-C3-3-R).