期刊名称:The International Review of Research in Open and Distributed Learning
印刷版ISSN:1492-3831
出版年度:2014
卷号:15
期号:5
语种:English
出版社:AU Press
摘要:We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. Although the MOOC-only students watched more unique videos, the blended-mode students stayed more on-track with the MOOC. The blended-mode students showed more persistence in retaking quizzes, yet they scored lower than the MOOC-only students.