INTEGRATING MOOCS IN BLENDED COURSES

Recent studies appreciate that "MOOCs bring an impetus of reform, research and innovation to the Academy" [9]. Even though MOOCs are usually developed and delivered as independent online courses, experiments to wrap formal university courses around existing MOOCs are reported by teachers and researchers in different articles [3], [4], [8], [17]. This paper describes a new approach, in which the participation of students in different MOOCs was integrated in a blended course run on a social mobile LMS. The topics of MOOCs delivered on specific platforms and having particular characteristics were connected with the Fall 2013 undergraduate course of Web Programming, at University Politehnica Timisoara, Romania, facilitated by the first author, the co-authors providing a shadow/peer facilitation, for tailoring the course scenario. The main parts of this study deal with: a) The reasons to integrate MOOCs in the university course. b) How the course was designed, how the students’ activities on different MOOC platforms were assessed and integrated in the course scenario. c) The results of a survey that evaluates students’ experiences related to MOOCs: a number of MOOC features were assessed [14]; answers to a few problems are also analysed: Did the participation in MOOCs support students to clarify and expand the course issues? What are students' suggestions for a more active participation in MOOCs? By comparing the learning scenarios of MOOCs with the Web Programming blended course, how can the course and its virtual space be improved? Do students consider that the MOOCs phenomenon is important for professional and personal development? The conclusions of the paper can be used by other teachers/instructors for integrating MOOCs in the courses they deliver/facilitate.