Evaluation of a Flipped Learning Model in a MOOC on History

Abstract

Abstract: Massive Open Online Courses (MOOCs), which offer college-level open online courses to the general public, have rapidly expanded in recent years. MOOCs are of ten composed of lecture videos and registrants can communicate with others on its discussion forum. However, some registrants hope to receive instruction from the instructor and learn with others in a face-to-face setting. This study evaluated effects of a f lipped learning design for such registrants with data from a f lipped learning (FL) class that combines a lecture-video-based MOOC with face-to-face learning sessions for group-based practicum. We evaluated effects of the FL design on the completion rate and skill in understanding of historical context adjusting for other effects of registrant backgrounds and online learning behaviors. Results show that FL design had no signif icant effect completion; there were larger effects for video viewing time and the number of days of forum activity with some trends toward a lower completion rate among those who were older and those with no college degree. On the other hand, the FL design had a larger effect on the historical thinking skill than online behaviors, and effects of age and education were limited.