Are MOOCs impacting on-campus students? Jul. 2014 | Page 48

Overall, this investigation has opened the door into guiding further research into the
impact of blended learning with MOOCs, and provides some useful examples of
how this has been effective. In order to make this research valuable, it would be
useful to take a wider view from a range of platforms, as we have no way of knowing
if it is due to a platform that has made peer-grading successful, for example. Not all
Platforms are equal and are in different levels of maturity. Similarly, due to the
limitations of time and resources, there needs to be a longitudinal study to see if the
practices are maintained and to measure the impact on students results.

7.3 EVIDENCE OF CHANGE
Despite the small cohort and limited evidence base, there is an indication that
MOOCs taught in a blended learning context do engender change. This would of
course require more investigation, into quality of and depth of change but there were
examples of a change in delivery methods, change of thinking about teaching and a
change in appreciation of course content (Carson, 2009).

8. FINAL WORD
This investigation has examined one artefact in the public arena on the pedagogical
issues around blended learning with MOOCs. There can only be limited outcomes
from this, but it is clear that there is some impact, at least for those using the
Coursera platform. Other platforms, institutions and practices need to be examined
in order qualify the research questions that I have applied. There is scope for the
investigation into a more facilitative model of education through the use of blended
learning within the platforms that would be interesting to explore further.

MSc Digital Education

University of Edinburgh, 2014

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