Education Commons^™

Moocs, Learning Analytics And Learning Advisors, Ron Monson, Diane Bunney, Teresa Lawrence

eCULTURE

The advent of Massive Open Online Courses has been variously described as heralding the end of the modern university or alternatively, an over-hyped re-badging of existing online content whose advantages have already been realised. Appeals to ideology however, have typically characterised coverage of both polarities rather than hard evidence; in particular, there has been much less analysis on just how learning outcomes are impacted by either “face-to-face” interaction or online/digital environment. Less dichotomously and even more rarely addressed is perhaps a more pertinent question: What blending of the two learning modes works best and in what circumstances? In this paper …