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How Inverse Blended Learning can Turn Up Learning with MOOCs? / Ebner, Martin; Khalil, Mohammad; Schön, Sandra; Gütl, Christian; Aschemann, Birgit ; Frei, Wilfried; Röthler, David.

MOOC-MAKER 2017: Proceedings of the International Conference MOOC-MAKER 2017. ed. / R.H. Rizzardini; H.R. Amado-Salvatierra. 2017. p. 21-30 (CEUR Workshop Proceedings; Vol. 1993).

Research output: Scientific - peer-reviewConference contribution

Harvard

Ebner, M, Khalil, M, Schön, S, Gütl, C, Aschemann, B, Frei, W & Röthler, D 2017, How Inverse Blended Learning can Turn Up Learning with MOOCs? in RH Rizzardini & HR Amado-Salvatierra (eds), MOOC-MAKER 2017: Proceedings of the International Conference MOOC-MAKER 2017. CEUR Workshop Proceedings, vol. 1993, pp. 21-30, MOOC-MAKER 2017, Antigua Guatemala, Guatemala, 16/11/17.

APA

Ebner, M., Khalil, M., Schön, S., Gütl, C., Aschemann, B., Frei, W., & Röthler, D. (2017). How Inverse Blended Learning can Turn Up Learning with MOOCs? In R. H. Rizzardini, & H. R. Amado-Salvatierra (Eds.), MOOC-MAKER 2017: Proceedings of the International Conference MOOC-MAKER 2017 (pp. 21-30). (CEUR Workshop Proceedings; Vol. 1993).

Vancouver

Ebner M, Khalil M, Schön S, Gütl C, Aschemann B, Frei W et al. How Inverse Blended Learning can Turn Up Learning with MOOCs? In Rizzardini RH, Amado-Salvatierra HR, editors, MOOC-MAKER 2017: Proceedings of the International Conference MOOC-MAKER 2017. 2017. p. 21-30. (CEUR Workshop Proceedings).

Author

Ebner, Martin ; Khalil, Mohammad ; Schön, Sandra ; Gütl, Christian ; Aschemann, Birgit ; Frei, Wilfried ; Röthler, David. / How Inverse Blended Learning can Turn Up Learning with MOOCs?. MOOC-MAKER 2017: Proceedings of the International Conference MOOC-MAKER 2017. editor / R.H. Rizzardini ; H.R. Amado-Salvatierra. 2017. pp. 21-30 (CEUR Workshop Proceedings).

BibTeX

@inbook{cba41e9a5cbb4b15aac7667fdf187ced,
title = "How Inverse Blended Learning can Turn Up Learning with MOOCs?",
abstract = "Massive Open Online Courses (MOOCs) have been a hype in technologyenhanced learning systems the last couple of years. The promises behindMOOCs stand on delivering free and open education to the public, as well astraining a large criterion of students. However, MOOCs clashes severely withstudents dropout which by then forced educationalists to deeply think ofMOOCs effectivity from all angles. As a result, the authors of this paper proposea pedagogical idea that strongly depends on injecting the online learning(MOOC) with face-to-face sessions to refresh the students minds as well as integrating them in the real learning process. The authors after that analyze the results of their experiment using Learning Analytics. The outcomes have shown anew record of certification ratio (35.4%), an improvement of student interactionin the MOOC platform, and a manifest in social interaction in the MOOC discussion forum.",
keywords = "MOOC, Learning Analytics, iMooX, Inverse blended learning",
author = "Martin Ebner and Mohammad Khalil and Sandra Schön and Christian Gütl and Birgit Aschemann and Wilfried Frei and David Röthler",
year = "2017",
month = "11",
series = "CEUR Workshop Proceedings",
publisher = "CEUR",
pages = "21--30",
editor = "R.H. Rizzardini and H.R. Amado-Salvatierra",
booktitle = "MOOC-MAKER 2017",

}

RIS

TY - CHAP

T1 - How Inverse Blended Learning can Turn Up Learning with MOOCs?

AU - Ebner,Martin

AU - Khalil,Mohammad

AU - Schön,Sandra

AU - Gütl,Christian

AU - Aschemann,Birgit

AU - Frei,Wilfried

AU - Röthler,David

PY - 2017/11

Y1 - 2017/11

N2 - Massive Open Online Courses (MOOCs) have been a hype in technologyenhanced learning systems the last couple of years. The promises behindMOOCs stand on delivering free and open education to the public, as well astraining a large criterion of students. However, MOOCs clashes severely withstudents dropout which by then forced educationalists to deeply think ofMOOCs effectivity from all angles. As a result, the authors of this paper proposea pedagogical idea that strongly depends on injecting the online learning(MOOC) with face-to-face sessions to refresh the students minds as well as integrating them in the real learning process. The authors after that analyze the results of their experiment using Learning Analytics. The outcomes have shown anew record of certification ratio (35.4%), an improvement of student interactionin the MOOC platform, and a manifest in social interaction in the MOOC discussion forum.

AB - Massive Open Online Courses (MOOCs) have been a hype in technologyenhanced learning systems the last couple of years. The promises behindMOOCs stand on delivering free and open education to the public, as well astraining a large criterion of students. However, MOOCs clashes severely withstudents dropout which by then forced educationalists to deeply think ofMOOCs effectivity from all angles. As a result, the authors of this paper proposea pedagogical idea that strongly depends on injecting the online learning(MOOC) with face-to-face sessions to refresh the students minds as well as integrating them in the real learning process. The authors after that analyze the results of their experiment using Learning Analytics. The outcomes have shown anew record of certification ratio (35.4%), an improvement of student interactionin the MOOC platform, and a manifest in social interaction in the MOOC discussion forum.

KW - MOOC

KW - Learning Analytics

KW - iMooX

KW - Inverse blended learning

UR - http://ceur-ws.org/Vol-1993/

UR - http://resolver.tudelft.nl/uuid:cba41e9a-5cbb-4b15-aac7-667fdf187ced

M3 - Conference contribution

T3 - CEUR Workshop Proceedings

SP - 21

EP - 30

BT - MOOC-MAKER 2017

ER -

ID: 32871285