A Blended Learning Experiment in Kazakhstan

27 Pages Posted: 13 Jun 2016 Last revised: 22 Jun 2016

Date Written: June 11, 2016

Abstract

The teaching methodology at many universities in Kazakhstan is traditional: a lecture where professor talks and students listen, with little or no interaction, and a seminar that offers practical applications. Students follow the precisely prescribed path, regulated by the Ministry of Education, with little room for developing creativity or critical thinking. At Narxoz University we have conducted an experiment fully redesigning nine courses, using MOOCs and flipped classroom methodologies. We also selected nine “twin” or control courses taught traditionally. Focus groups conducted after the courses showed that MOOC/flipped courses were preferred by the students. We formally tested whether MOOC/flipped courses had a positive impact on learning outcomes (measured by exam scores) and on student satisfaction (measured by the Net Promoters Score). After controlling for teacher and student quality we found that the impact of the MOOC/flipped classroom methodology on both learning outcomes and student satisfaction was positive. The results presented in this paper were also used for policy evaluation purposes. Because the outcome was positive, the university decided to proceed to the next stage and to apply MOOC/flipped classroom methodology to 20-30% of all courses offered at Narxoz, starting from September 2016 on.

Keywords: MOOC, flipped classroom, learning outcomes, experiment

JEL Classification: A23

Suggested Citation

Rybinski, Krzysztof I. and Sootla, Erik, A Blended Learning Experiment in Kazakhstan (June 11, 2016). Available at SSRN: https://ssrn.com/abstract=2794306 or http://dx.doi.org/10.2139/ssrn.2794306

Krzysztof I. Rybinski (Contact Author)

Vistula University ( email )

Stoklosy 3
Warsaw
Poland

Erik Sootla

Narxoz University ( email )

55 Zhandosov Street
7 Sain street
Almaty, 050035
Kazakhstan

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