A Case for Blended Learning: Integrating Massive Open Online Courses in Traditional Degree Programmes, (Published)
In 2008, when they first emerged, Massive Open Online Courses (MOOCs) were regarded as an opportunity to transform traditional education. They were expected to bring changes to the way knowledge is conceived and delivered and open the door to education that is more accessible, more affordable, more global and, at the same time, more individualized. MOOC platforms were seen as a conducive learning environment in which students could acquire new knowledge and skills in an autonomous and collaborative manner. However, despite the advantages that they offer, MOOCs have had a limited impact on higher education. The present paper will review the potential and challenges of the MOOC learning model and make a case for blended learning as a viable educational alternative.
Research on the Prospects of College English Teaching Reform in China: From Micro-Class & Moocs To Flipped Class (Published)
Presently, in the field of foreign language teaching and research, micro-class, Moocs and flipped class can be considered as the hottest research topics in China. However, as the new objects introduced to China, it still requires careful and calm observation and constant qualitative and quantitative research to localize and prove its effectiveness in Chinese context. The author in this paper analyzes the relations among micro-class, Moocs and flipped class with consideration of the characteristics of foreign language education under the background of big data，the study aims at finding some possible ways for improving teaching efficiency and furthermore reforming China’s foreign language teaching.
Learners’ readiness for xMOOCs, a variant of MOOCs, mode of teaching-leaning interaction by four categories of university students in Nigeria (Conventional, National Open University of Nigerian, Open Distance learners, and Postgraduate learners) was investigated for possible inequity; using comparative ex post facto research design. Disproportional stratified random sampling was employed to draw a sample of 1200 students for the study. Data were collected with a highly valid (0.721 to 0.891) and reliable (0.832 to 0.880) instrument, dubbed xMOOCs Readiness Indicators. Results demonstrated overwhelming preponderance of Postgraduates’ incomparable superiority over other students across all the eight factors of readiness for xMOOCs (study skills, motivation, self-direction, computer skills, Internet skills, communication skills, self-efficacy, and ICT facilities ownership). There is inequity in Nigeria in terms of university students’ readiness for xMOOCs. While xMOOCs can and should successfully be used for postgraduate programs in Nigeria as the learners are suitably ready for it; the three categories of undergraduate learners’ readiness for xMOOCs demand radical improvement before this swiftly revolutionary educational approach can be adopted optimally fruitfully in the country.
Keywords: Computer Skills, Factor of Readiness, Inequity in Nigeria, Internet skills, MOOCs, Motivation, NOUN, Open Distance Learners, Postgraduate Learners, Readiness for xMOOCs, Study Skills, Undergraduate Learners, xMOOCs