Leveraging MOOCs for Credit-Granting Institutions: Results from a Community College Pilot Study.

12 Pages Posted: 27 Jun 2015  

Damian Bebell

Boston College - Lynch School of Education

Rebecca Petersen

Harvard University - HarvardX

Date Written: June 25, 2015

Abstract

Despite widespread interest, excitement, and skepticism about massive online open courses (MOOCs) from the post-secondary educational community, few studies describe the ways MOOCs have been implemented in residential classes and their impacts. This paper explores the development, implementation, and evaluation results from an initial empirical study exploring the efficacy of integrating massive online open course (MOOC) content in a traditional, for-credit community college setting. In addition to demonstrating the “proof-of-concept” of this “blended” approach with students, the paper highlights some of the learning conditions, obstacles, and opportunities in using MOOC resources in residential learning, particularly for underserved student populations.

Suggested Citation

Bebell, Damian and Petersen, Rebecca, Leveraging MOOCs for Credit-Granting Institutions: Results from a Community College Pilot Study. (June 25, 2015). Available at SSRN: https://ssrn.com/abstract=2623155 or http://dx.doi.org/10.2139/ssrn.2623155

Damian Bebell (Contact Author)

Boston College - Lynch School of Education ( email )

Chestnut Hill, MA 02467
United States

Rebecca Petersen

Harvard University - HarvardX ( email )

125 Mt Auburn St.
Cambridge, MA 02476
United States

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