MOOC-Based Flipped Classroom for On-Campus Teaching in Undergraduate Engineering Courses
Contribution: This work studies how to integrate massive open online courses (MOOC) into traditional, face-toface, undergraduate engineering courses. Background: Massive Open Online Courses emerged as an innovative trend in online learning with distinctive and attractive features, such as ease of ac...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad Nacional de Educación a Distancia |
| Repositorio: | e-spacio. Repositorio Institucional de la UNED |
| Idioma: | inglés |
| OAI Identifier: | oai:e-spacio.uned.es:20.500.14468/30429 |
| Acceso en línea: | https://hdl.handle.net/20.500.14468/30429 |
| Access Level: | acceso abierto |
| Palabra clave: | 33 Ciencias Tecnológicas engineering curriculum blended learning Massive Open Online Courses (MOOCs) course design flipped classroom |
| Sumario: | Contribution: This work studies how to integrate massive open online courses (MOOC) into traditional, face-toface, undergraduate engineering courses. Background: Massive Open Online Courses emerged as an innovative trend in online learning with distinctive and attractive features, such as ease of access and cost-effectiveness for large audiences. For this reason, they have attracted a lot of attention for their potential in contributing to global challenges in contemporary engineering education. However, the integration of MOOCs into traditional, on-campus courses and programs in higher education remains an open problem. Research question: What is the most effective MOOC-blending strategy for traditional, on-campus engineering programs? Methodology: To answer this question, f irst a literature review was conducted on the utilization of MOOCs within face-to-face undergraduate education. Based on this literature review, this work advocates for the MOOC-based f lipped (MBF) classroom as the strategy with the highest potential for MOOC-based blending. The main pedagogical and design principles of this methodology are described and a case study is presented on a cohort of students (N=23) enrolled in a Digital Signal Processing course within an undergraduate Electronics Engineering program. This is a position paper based on evidence from the literature, but the case study is used to illustrate how the MBFdesign principles can be implemented in practice. Findings: The results suggest that the MBF methodology is a growing trend in undergraduate engineering education with the potential to facilitate student’s active learning in synchronous face-to-face sessions while fostering the adoption and usage of MOOCs. |
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