Mobile and Blended Learning Innovations for Improved Learning Outcomes
Technological opportunities are opening new ways for educators to enhance K-12 instruction. While many educators are incorporating digital technologies into their teaching, there is evidence to show that K-12 educators have a lack of training, time, and resources to implement learner-centered digital instruction. Massive Open Online Courses (MOOCS) have gained a reputation for providing online learning in higher education and are now extending to K-12. The unique digital advantages as well as the rising number of students enrolled in schools has led to discussions about the potential of MOOCS for students in K-12 (ages 4-19 years) education. This chapter provides a review of the literature of early pioneering work of MOOCs in K-12 within North America. Early MOOC classes are explicated and positives and challenges discussed. It appears from the review that there is a place for MOOCs to be embedded into a blended K-12 environment to extend and enhance existing curricula.
Original Publication Citation
Briggs, S., & Crompton, H. (2016). Taking advantage of MOOCs in K-12 education: A blended approach. In D. Parsons (Ed.), Mobile and blended learning innovations for improved learning outcomes (pp. 297-309). Information Science Reference (IGI Global). https://doi.org/10.4018/978-1-5225-0359-0.ch015
Briggs, Samantha and Crompton, Helen, "Taking Advantage of MOOCs in K-12 Education: A Blended Approach" (2016). Teaching & Learning Faculty Publications. 132.