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Students’ adoption and learning outcomes in a MOOC-based flipped course

Abstract:

MOOC-based flipped courses are a new educational trend that has been on the rise over the last few years. However, experimental studies providing empirical evidence about the effectiveness of these educational approaches are scarce. This paper presents the results of a quasi-experiment of a MOOC-based flipped course. The study was conducted on a mandatory third year course on Organizational Behavior in the School of Engineering at Pontificia Universidad Católica de Chile with 316 students organized into experimental and control groups. Both groups had the same teacher, shared the same content and the assessment plan, but the experimental group followed a Flipped Classroom methodology and the control group the traditional lecture methodology. The objective of this quasi-experiment is to compare the learning outcomes of each group and analyze the experimental group’s adoption of the initiative. The quasi-experiment lasted an entire semester, and the preliminary findings show that students who participated in the flipped course obtained statistically significantly better grades in the first course exam than students in the control group. Also, the interactions with the MOOC’s content in the experimental group show a regular behavior, suggesting that they adopted the class methodology well.