Refworks Format

A1 Yousef, Ahmed Mohamed Fahmy A2 Chatti, Mohamed Amine A2 Schroeder, Ulrik A2 Wosnitza, Marold AB In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on "Teaching Methodologies" at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L[superscript 2]P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole's 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives. (As Provided) http://search.shamaa.org/abstract_en.gif ID 116579 OP pp. 69-93 PB Edmonton Athabasca University 2015 PP Edmonton Athabasca University 2015 SN 14923831 T1 A usability evaluation of a blended MOOC environment: an experimental case study [Article] UL 1 http://search.shamaa.org/fulltext.gif http://files.eric.ed.gov/fulltext/EJ1061071.pdf Full text (PDF) YR Edmonton Athabasca University 2015