Embedding a Bespoke MOOC in the Traditional Classroom

Massive Open Online Courses (MOOCs) are seen as an opportunity for individuals to develop new skills and gain upward mobility in the workplace (Dillahunt, et al., 2014). However, the median age of those registering for MOOCs... [ view full abstract ]

Massive Open Online Courses (MOOCs) are seen as an opportunity for individuals to develop new skills and gain upward mobility in the workplace (Dillahunt, et al., 2014). However, the median age of those registering for MOOCs is 26 years and those completing the MOOC are generally older than this (Ho, et al., 2014). In an informal survey of our full time students, not one student in the age group 19-26 out of 70 students had heard of a MOOC. Today’s students need to be armed with the ability to maintain relevant knowledge and skills in this ever more competitive working environment.  Today’s learning happens informally through web based technologies (Duffy, 2008).  There is a real opportunity for informal social media platforms to be combined with the MOOC concept to target younger students. 

In this study, a bespoke MOOC was designed for a third year Medical Device Manufacturing module.  Video content was made available weekly through the social media platform YouTubeÒ.  The MOOC was given in a flipped classroom approach with weekly workshops.  Formative assessment was performed each week as well frequent multiple choice quizzes on Moodle which contributed towards final grades.

When surveyed, on a likert scale of 1-5, students (n=30) scored an average of 4.1 in agreement that the MOOC was more beneficial than traditional lectures.  94% of students re-watched content for exam revision or to address a more challenging concept.  Less than 3% found traditional written notes easier and did not watch content, as the ‘time investment to find specific information’ was greater than searching notes.  Some students commented that the MOOC made them adapt ‘to learn better in the future.’  Students cited advantages of the MOOC as ‘having lectures in your living room,’ ‘great for exam revision’ and ‘getting a better understanding before class,’ and recommended future students using this model of learning. 

References

Dillahunt, T., Chen, B. & Teasley, S., 2014. Proceedings of the first ACM conference on Learning @ scale conference. Atlanta, Georgia, USA, ACM New York.

Duffy, P., 2008. “Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. Electronic Journal e-Learning, 6(2), pp. 119-130.

Ho, A. D. et al., 2014. HarvardX and MITx: The first year of open online courses. HarvardX and MITx Working Paper No. 1, 21 Jan.