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The Impact of MOOC Blended Instruction to Teach Programming

Velma C. Latson Bowie State University. The Impact of MOOC Blended Instruction to Teach Programming. Outline. Introduction and background Description of the study Synopsis of the course Data Challenges Best practices Mastering Blended Instruction Group activity. Bowie State University.

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The Impact of MOOC Blended Instruction to Teach Programming

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  1. Velma C. Latson Bowie State University The Impact of MOOC Blended Instruction to Teach Programming

  2. Outline • Introduction and background • Description of the study • Synopsis of the course • Data • Challenges • Best practices • Mastering Blended Instruction • Group activity

  3. Bowie State University • Founded in 1865, Bowie State is the oldest Historically Black College/University in Maryland and one of the ten oldest in the country. It is also a diverse university whose 5,400 students, along with faculty and staff, represent many ethnic and cultural backgrounds.

  4. Background of the Study The University System of Maryland (USM) and Ithaka S+R embarked on an initiative to test a variety of interactive online learning platforms. The study was supported by a grant from the Bill and Melinda Gates Foundation. Bowie State University was one of ten institutions in the USM which participated in the study, including research universities, regional comprehensives, HBCUs. Griffiths, R, Chingos, M, Mulhern, C, & Spies R (2014).Interactive online learning on campus: testing MOOCs and other platforms in hybrid formats in the University System of Maryland.

  5. Computing Principles & Technologies Side-by-Side Comparison • General education computer science course for non-STEM majors • Six modules in the course • Programming • HTML • Computer Hardware • Operating Systems • Networking • Security Essential

  6. Computing Principles & Technologies Side-by-Side Comparison • Coursera MOOC - Introduction to Interactive Programming in Python (Rice University) • Eight – week module

  7. Computing Principles & Technologies Side-by-Side Comparison • Blended instruction (F2F- MOOC – Blackboard) • 4- treatment sections (3 faculty) • 5 – control sections (4 faculty) • 200 students participants • Approximately 100 students in each group

  8. Computing Principles & Technologies Side-by-Side Comparison • Team (programming background) • Course Coordinator • Instructional Technologist • Coursera Representative • Full-time Faculty • Adjunct Faculty • Peer Tutors Ithaka S + R, Computing Principles & Technologies, Bowie State University (2014)

  9. Student Habits Ithaka S + R, Computing Principles & Technologies, Bowie State University (2014)

  10. Ratings Related to the MOOC Ithaka S + R, Computing Principles & Technologies, Bowie State University (2014)

  11. Difference Between Outcomes in MOOC and Traditional Sections – Midterm Grades Ithaka S + R, Computing Principles & Technologies, Bowie State University (2014)

  12. Challenges • LMS/MOOC - Single Sign On • MOOC access • Familiarity with the MOOC for the faculty • Textbook programming and MOOC programming were different

  13. Best Practices • Cohort of community of learners • Mandatory tutoring • Supplemental instructional tools (Khan Academy, YouTube videos, etc)

  14. Mastering Blended Instruction

  15. Questions?

  16. Workshop Activity (Group Work) • Create a Faculty Readiness Rubric to Implement a Blended Environment • Create categories of the rubric along with levels of achievement as it relates but not limited to: • Content knowledge • MOOC/LMS • Technology skills • Prerequisite background knowledge of the student.

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