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Flipping the classroom to improve learning with MOOCs technology
Author(s) -
MuñozMerino Pedro J.,
RuipérezValiente José A.,
Delgado Kloos Carlos,
Auger Maria A.,
Briz Susana,
de Castro Vanessa,
Santalla Silvia N.
Publication year - 2017
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.21774
Subject(s) - learning analytics , remedial education , computer science , online learning , analytics , engineering education , mathematics education , work (physics) , multimedia , engineering management , engineering , data science , psychology , mechanical engineering
The use of Massive Open Online Courses (MOOCs) is increasing worldwide and brings a revolution in education. The application of MOOCs has technological but also pedagogical implications. MOOCs are usually driven by short video lessons, automatic correction exercises, and the technological platforms can implement gamification or learning analytics techniques. However, much more analysis is required about the success or failure of these initiatives in order to know if this new MOOCs paradigm is appropriate for different learning situations. This work aims at analyzing and reporting whether the introduction of MOOCs technology was good or not in a case study with the Khan Academy platform at our university with students in a remedial Physics course in engineering education. Results show that students improved their grades significantly when using MOOCs technology, student satisfaction was high regarding the experience and for most of the different provided features, and there were good levels of interaction with the platform (e.g., number of completed videos or proficient exercises), and also the activity distribution for the different topics and types of activities was appropriate. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:15–25, 2017; View this article online at wileyonlinelibrary.com/journal/cae ; DOI 10.1002/cae.21774