Are MOOCs impacting on-campus students? Jul. 2014 | Página 47

environment. This was mentioned within Case studies 1& 2 and relates to the more
active and engaging learning environments.

7.2 SUPPORTIVE ENVIRONMENT
The use of blended learning with the MOOC appears to have led to the
development of a supportive, more thoughtful environment for both the teachers and
for the students, with the academic roles reflected within the cases changing to
become more facilitative, to guide the students towards making their own learning,
and by providing the content from other MOOCs as well as alongside their own.
Included in this is the ability to glean contributions from a much wider audience than
those within the classroom.

7.2.1 SUPPORT FOR STUDENTS LEARNING
The supportive learning or Collaborative or Cooperative learning has been
recognized as an essential factor for active learning to take place and relies on a
Vygotskian theory of social learning, in that knowledge is collaborative and a social
experience (deWaard, et al., 2011, p104). Indications from this study show that
there is potential, according to the accounts of their instructors, that the on campus
students at these instititutions do have their own support through face to face
contact with academic staff and other students and these networks allow for more
positive student experience that those students who are studying from a distance
and may feel isolated. This is also supported by other research, including a study of
over 1000 primary studies that showed that blended learning was more beneficial
than just face-to-face learning (Allen & Seaman, 2014).

7.2.2 ACADEMIC SUPPORT
Possible indications from these studies have shown that it is equally important to
support academics in their transition from using familiar approaches for learning to
engaging in active learning activities and using different systems for educating.
Case study 1 (Himpele) mentioned that reworking course content to suit their
audiences, which was not as considered previously. It would therefore be beneficial
for academics to be supported in the use of tools and applications for learning.
Case Study 2 (McFarland) also refers to reframing of expectations.

MSc Digital Education

University of Edinburgh, 2014

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