Daria Bogdanova
Monique Snoeck
ABSTRACT
Online and blended learning are employed by educators in a wide variety of fields, from literature to computer science, from medicine to astronomy. However, online and, specifically, MOOC and SPOC technologies are still not widespread in the field of conceptual modelling. The complex nature of conceptual modelling as a subject to be taught at the university level, as well as the increasing number of students, pose a certain challenge to the modern educators and call for a thorough review of the teaching methods, types of assessment and technologies used to support the learning process. In this paper, we provide an experience report on a redesigned master level university course on conceptual modelling, which employs blended learning approach. We investigate the aspects of students' behavior, performance and perception of the course, and reflect on the possibilities of transition from a SPOC in the context of blended learning to an exclusively online MOOC. This experience may provide valuable insights for the conceptual modelling educators planning to introduce blended or online learning and/or utilize formative assessment in their pedagogical activities.
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Index Terms
- Using MOOC technology and formative assessment in a conceptual modelling course: an experience report
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