Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning

Ak, S. (2008). A conceptual analysis on the approaches to learning. Educational Sciences: Theory and Practice, 8(3), 707–720.

Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250.

Beattie, V. I. V., Collins, B., & McInnes, B. (1997). Deep and surface learning: A simple or simplistic dichotomy? Accounting Education, 6(1), 1–12.

Biggs, J. (2003a). Aligning teaching for constructing learning. Retrieved November 3, 2017 from https://www.heacademy.ac.uk/aligning-teaching-constructing-learning

Biggs, J. (2003b). Teaching for quality learning at university, (2nd ed., ). Buckingham: Society for Research into Higher Education/Open University Press.

Bogdan, R., Bicen, H., & Holotescu, C. (2017). Current trends in blending university courses with MOOCs. In the 13th international scientific conference eLearning and software for education Bucharest, April 27–28, 2017. Bucharest.

Bralić, A., & Divjak, B. (2016). Use of MOOCs in traditional classroom: Blended learning approach. In A. Volungeviciene, A. Sz Hucs, & I. Mázár (Eds.), Forging new pathways of research and innovation in open and distance learning, (pp. 34–43). Oldenburg: European Distance and E-Learning Network.

Brindley, J. (2014). Learner support in online distance education: Essential and evolving. In O. Zawacki-Richter, & T. Anderson (Eds.), Online distance education: Towards a research agenda. Edmonton: AU Press, Athabasca University.

Bruff, D., Fisher, D. F., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. MERLOT Journal of Online Learning and Teaching, 9, 2.

Creswell, J. W. (2014). Research design. Qualitative, quantitative, and mixed methods approaches, (4th ed., ). SAGE Publications, Inc.

Divjak, B. (2015). Assessment of complex, non-structured mathematical problems. In M. A. Hersh, & M. Kotecha (Eds.), IMA international conference on barriers and enablers to learning Maths: Enhancing learning and teaching for all learners.

Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 44(8), 1907–1920.

Entwistle, N., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41(6), 407–428.

Entwistle, N., & Ramsden, P. (1982). Understanding student learning. Croom Helm Ltd, Provident House, Burrell Row, Beckenham, Kent: Nichols Publishing Company, P.

Firmin, R., Schiorring, E., Whitmer, J., Willett, T., Collins, E. D., & Sujitparapitaya, S. (2014). Case study: Using MOOCs for conventional college coursework. Distance Education, 35(2), 178–201.

Fransson, A. (1977). On qualitative differences in learning: IV—Effects of intrinsic motivation and extrinsic test anxiety on process and outcome. British Journal of Educational Psychology, 47(3), 244–257.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105.

Ghadiri, K., Qayoumi, M. H., Junn, E., Hsu, P., & Sujitparapitaya, S. (2013). The transformative potential of blended learning using MIT edX’s 6.002x online MOOC content combined with student team-based learning in class. Retrieved November 03, 2017 from https://www.edx.org/sites/default/files/upload/ed-tech-paper.pdf

Gilbert, J. A., & Flores-Zambada, R. (2011). Development and implementation of a blended teaching course environment. MERLOT Journal of Online Learning and Teaching, 7(2), 244–260.

Gil-Jaurena, I., & Kucina Softic, S. (2016). Aligning learning outcomes and assessment methods: A web tool for e-learning courses. International Journal of Educational Technology in Higher Education, 13(17).

Griffiths, R., Mulhern, C., Spies, R., & Chingos, M. (2015). Adopting MOOCs on campus: A collaborative effort to test MOOCs on campuses of the university system of Maryland. Online Learning, 19(2).

Hamad, M. M. (2017). Pros & cons of using blackboard collaborate for blended learning on students’ learning outcomes. Higher Education Studies, 7(2), 7–16.

Holotescu, C., Grosseck, G., Crețu, V., & Naaji, A. (2014). Integrating MOOCs in blended courses. In the 10th international scientific conference eLearning and software for education Bucharest, April 24–25, 2014. Bucharest.

Israel, M. J. (2015). Effectiveness of integrating MOOCs in traditional classrooms for undergraduate students. International Review of Research in Open and Distributed Learning, 16(5), 102–118.

Koller, D., Ng, A., Do, C., & Chen, Z. (2013). Retention and intention in massive open online courses. In In Depth Retrieved November 03, 2017 from https://er.educause.edu/~/media/files/article-downloads/erm1337.pdf.

Lameras, P., Levy, P., Paraskakis, I., & Webber, S. (2012). Blended university teaching using virtual learning environments: Conceptions and approaches. Instructional Science, 40(1), 141–157.

Marton, F., & Säljö, R. (2005). Approaches to learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of Learnin: Implications for teaching and studying in higher education (3rd (Inter, pp. 39–58). Edinburgh: University of Edinburgh, Centre for Teaching, Learning and Assessment.

Milligan, C., & Littlejohn, A. (2017). Why study on a MOOC? The motives of students and professionals. The International Review of Research in Open and Distributed Learning, 18, 2.

Morris, N. P. (2014). How digital technologies, blended learning and MOOCs will impact the future of higher education. In M. Baptista Nunes, M. McPherson, M. Baptista Nunes, & M. McPherson (Eds.). IADIS Press.

Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40(1), 120–123.

Mugenyi, J. K., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14, 7.

O’Neill, A., Birol, G., & Pollock, C. (2010). A report on the implementation of the blooming biology tool: Aligning course learning outcomes with assessments and promoting consistency in a large multi-section first-year biology course. The Canadian Journal for the Scholarship of Teaching and Learning, 1(1), 1–24.

Sharpe, R., Benfield, G., Roberts, G., & Francis, R. (2006). The undergraduate experience of blended e-learning: A review of UK literature and practice. The Higher Education Academy. Retrieved November 03, 2017 from https://www.heacademy.ac.uk/system/files/sharpe_benfield_roberts_francis_0.pdf

Torrisi-Steele, G., & Drew, S. (2013). The literature landscape of blended learning in higher education: The need for better understanding of academic blended practice. International Journal for Academic Development, 18(4), 371–383.

Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57–70.

Yousef, A. M. F., Chatti, M. A., Schroeder, U., & Wosnitza, M. (2015). A usability evaluation of a blended MOOC environment: An experimental case study. International Review of Research in Open and Distributed Learning, 16(2), 69–93.

Zawacki-Richter, O., & Naidu, S. (2016). Mapping research trends from 35 years of publications in distance education. Distance Education, 37(3), 245–269.