Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

Toward a Flipped Learning Approach to MOOCs

  • Nahed F. Abdel-Maksoud Damietta University, Egypt
Keywords: Massive Open Online Courses (MOOCs), Flipped Classroom, Engagement in Learning, Course Grades, EFL Teaching, Pre-service Teachers


Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.


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The Correlation between Engagement in Learning and Course Grades for the Control Group