A computer programming hybrid MOOC for Greek secondary education

Abstract

Abstract The present paper presents the planning, implementation, observation and analysis of both quantitative and qualitative data of a participatory action research, aiming to study the potential role, value and uses of MOOCs in secondary education. Within the context of this research, a computer programming hybrid MOOC (named PROG15) which combined aspects of both x- and c-MOOCs architecture and pedagogy was designed, implemented and openly provided to Greek Secondary Education students. The MOOC completion rate (xMOOC dimension) was relatively low, but similar to that of typical xMOOCs for adults, while the degree of collaboration with other students and contribution to the course content (the cMOOC dimension) was relatively average. Before their involvement in the MOOC, the participating students recorded particularly high learning expectations from the specific course and from the collaborative learning model it proposed and quite positive views regarding the impact of this new educational tool on secondary education. Their attitude towards these issues was even more positive after their involvement in the MOOC, while their overall experience was particularly positive. The above findings, although they resulted from a comparatively small sample of students for the measures of MOOCs and within a very specific educational context, they form a particularly promising background for the utilization of this new tool in secondary education in general and specifically for the preparation of students for higher education studies, in subjects related to computer programming. Of course, further research and investigation is required on the design, development and implementation of the next generation of MOOCs and the practical and theoretical research outcomes resulted from this research can be a quite valuable input.

Keywords

• MOOCs
• Secondary education
• K-12
• Computer programming