{"id":15936,"date":"2013-09-30t10:13:22","date_gmt":"2013-09-30t15:13:22","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=15936"},"modified":"2013-09-30t10:59:21","modified_gmt":"2013-09-30t15:59:21","slug":"wrapping-a-mooc-cft-study-published-in-the-journal-of-online-learning-and-teaching-jolt","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2013\/09\/wrapping-a-mooc-cft-study-published-in-the-journal-of-online-learning-and-teaching-jolt\/","title":{"rendered":"wrapping a mooc: cft study published in the journal of online learning and teaching (jolt)"},"content":{"rendered":"

by derek bruff, cft director<\/em><\/p>\n

\"\"<\/a>last fall, vanderbilt computer science professor doug fisher “flipped” his graduate-level course on machine learning. instead of having his students read their textbook before class or watch lecture videos that he created, as is typical for a “flipped” classroom, doug asked his students to prepare for class by taking another professor’s course, a massive open online course (mooc)<\/strong> offered by stanford computer science professor andrew ng on the coursera platform. doug’s students watched professor ng’s lecture videos and completed quizzes and other assignments within the mooc, then came to class to discuss that material with doug along with additional readings that went beyond the mooc material. when andrew ng’s course ended, doug’s students spent the remaining weeks of the semester engaged in projects that required them to apply what they had learned throughout the course.<\/p>\n

doug refers to this course structure as “wrapping” a course around a mooc, borrowing a term from the machine learning domain, where one algorithm can be “wrapped” around another to leverage strengths of both algorithms. wrapping a mooc offers one possible vision for the future of moocs in higher education<\/strong>, not as replacements for existing courses but as enhancements. to explore this vision, doug partnered with the 2022年世界杯中国小组赛积分 to investigate the student learning experience in his machine learning course. the results of that investigation were published in the journal of online learning and teaching (jolt)<\/em><\/a> earlier this month in an article titled “wrapping a mooc: student perceptions of an experiment in blended learning<\/a>,” authored by me, doug, cft graduate assistant kathryn mcewen, and teaching and learning doctoral student blaine smith. our key findings were as follows:<\/p>\n