In this paper, the authors discuss the effectiveness of MOOCs as part of a pedagogical strategy aimed at support- ing Physics’ preliminary undergraduate students in large- size lectures. Our study is based on an experimental activity based on a blended course, which integrated a parallel MOOC delivered through the POK (PoliMi Open Knowledge, http://www.pok.polimi.it), the Politecnico di Milano’s MOOC portal. The blended model also delivered face-to-face activities that included intensive technology enhanced learning, like feedback based on clickers. Specifically, we introduce the several elements of the approach (the tutors’ pedagogy, the adoption of clickers, the diversity amongst learning groups) and its process of implementation. The findings in this study highlight that the integrated model is effective in terms’ of students’ learning both for small and large size lectures. More importantly, it was found that the students in large size lectures demon- strated similar or even better performance than students in a small size group. Moreover, the students in all sizes lec- tures showed higher satisfaction with the MOOCs’ against other factors adopted within the learning design.

Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures / Raffaghelli, Juliana Elisa; Ghislandi, Patrizia Maria Margherita; Sancassani, Susanna; Canal, Luisa; Micciolo, Rocco; Balossi, Barbara; Bozzi, Matteo; Di Sieno, Laura; Genco, Immacolata; Gondoni, Paolo; Pini, Andrea; Zani, Maurizio. - In: EDUCATIONAL MEDIA INTERNATIONAL. - ISSN 0952-3987. - STAMPA. - 2018:4(2018), pp. 301-316. [10.1080/09523987.2018.1547544]

Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures

Juliana Raffaghelli;Patrizia Ghislandi;Luisa Canal;Rocco Micciolo;
2018-01-01

Abstract

In this paper, the authors discuss the effectiveness of MOOCs as part of a pedagogical strategy aimed at support- ing Physics’ preliminary undergraduate students in large- size lectures. Our study is based on an experimental activity based on a blended course, which integrated a parallel MOOC delivered through the POK (PoliMi Open Knowledge, http://www.pok.polimi.it), the Politecnico di Milano’s MOOC portal. The blended model also delivered face-to-face activities that included intensive technology enhanced learning, like feedback based on clickers. Specifically, we introduce the several elements of the approach (the tutors’ pedagogy, the adoption of clickers, the diversity amongst learning groups) and its process of implementation. The findings in this study highlight that the integrated model is effective in terms’ of students’ learning both for small and large size lectures. More importantly, it was found that the students in large size lectures demon- strated similar or even better performance than students in a small size group. Moreover, the students in all sizes lec- tures showed higher satisfaction with the MOOCs’ against other factors adopted within the learning design.
2018
4
Raffaghelli, Juliana Elisa; Ghislandi, Patrizia Maria Margherita; Sancassani, Susanna; Canal, Luisa; Micciolo, Rocco; Balossi, Barbara; Bozzi, Matteo;...espandi
Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures / Raffaghelli, Juliana Elisa; Ghislandi, Patrizia Maria Margherita; Sancassani, Susanna; Canal, Luisa; Micciolo, Rocco; Balossi, Barbara; Bozzi, Matteo; Di Sieno, Laura; Genco, Immacolata; Gondoni, Paolo; Pini, Andrea; Zani, Maurizio. - In: EDUCATIONAL MEDIA INTERNATIONAL. - ISSN 0952-3987. - STAMPA. - 2018:4(2018), pp. 301-316. [10.1080/09523987.2018.1547544]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11572/221392
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