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MOOC Integration into Secondary School Courses
ARTICLE

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IRRODL Volume 15, Number 5, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. Although the MOOC-only students watched more unique videos, the blended-mode students stayed more on-track with the MOOC. The blended-mode students showed more persistence in retaking quizzes, yet they scored lower than the MOOC-only students.

Citation

Najafi, H., Evans, R. & Federico, C. (2014). MOOC Integration into Secondary School Courses. The International Review of Research in Open and Distributed Learning, 15(5), 306-322. Athabasca University Press. Retrieved April 15, 2021 from .

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