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Integrating MOOCs in Blended-Learning Courses: Perspectives of Teachers and Students

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Learning Technologies and Systems (SETE 2020, ICWL 2020)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 12511))

Abstract

Being recognized by Chinese universities, the MOOC has been currently applied in higher education institutions, and has been widely believed as an important opportunity for educational practices. However, only a few teachers have quickly adapted toward MOOC teaching in China. This research highlights the experiences perceived by students’ blended learning in their computer courses, as well as the specific challenges that teachers encounter in blended teaching. This study adopts a mixed-method approach. Relevant data include those generated from email interviews with university teachers (n = 12) and from online questionnaires with students (n = 96) in a Chinese university. The results suggest that both from teachers and students’ perspectives, the effect of application of blended teaching is satisfactory, as it improves classroom teaching in general. Students’ learning interests and their self-study and analytical abilities are likewise improved. Moreover, this research highlights the challenges of teachers based on several aspects – educational technology, teaching content design, students’ participation, and integration of online and offline course contents. The paper concludes with pertinent suggestions for blended teaching, such as finding a balance amongst the three aspects of technology, science, and humanities amidst a constant improvement of the teaching methods.

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Author information

Authors and Affiliations

  1. West Anhui Health Vocational College, Lu’an, China

    Hui Bao

  2. University of Sheffield, Sheffield, UK

    Xin Zhao

Authors
  1. Hui Bao
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  2. Xin Zhao
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Corresponding authors

Correspondence to Hui Bao or Xin Zhao .

Editor information

Editors and Affiliations

  1. Ningbo Institute of Industrial Technology, Ningbo, China

    Chaoyi Pang

  2. College of Computer Science, Zhejiang University, Hangzhou, China

    Yunjun Gao

  3. Monash University, Clayton, VIC, Australia

    Guanliang Chen

  4. Faculty of Automation, Computers and Electronics, University of Craiova, Craiova, Romania

    Elvira Popescu

  5. Department of Physics, Zhejiang University, Hangzhou, China

    Lu Chen

  6. School of Computer Science, South China Normal University, Guangzhou, China

    Tianyong Hao

  7. Zhejiang University, Ningbo, China

    Bailing Zhang

  8. Universidad Internacional De La Rioja, Logroño, Spain

    Silvia Margarita Baldiris Navarro

  9. Department of Computing, Hong Kong Polytechnic University, Kowloon, Hong Kong

    Qing Li

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Bao, H., Zhao, X. (2021). Integrating MOOCs in Blended-Learning Courses: Perspectives of Teachers and Students. In: Pang, C., et al. Learning Technologies and Systems. SETE ICWL 2020 2020. Lecture Notes in Computer Science(), vol 12511. Springer, Cham. https://doi.org/10.1007/978-3-030-66906-5_8

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  • DOI: https://doi.org/10.1007/978-3-030-66906-5_8

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-66905-8

  • Online ISBN: 978-3-030-66906-5

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