This study explored the integration of Massive Open Online Courses (MOOCs) with face-to-face instruction through a blended learning model in higher education. The research focused on the core general education course “Contemporary Psychology”, which was conducted across three class sections. A quasi-experimental design compared a blended learning group, a retrieval practice group, and a traditional instruction group. The blended group completed eight weeks of MOOCs-based online learning and eight weeks of in-person instruction, while the other two groups received traditional lectures. Results revealed no significant differences in midterm, final, or overall course grades among the three groups. However, students in the blended learning condition reported higher course satisfaction, reflecting their appreciation for flexible learning schedules and opportunities for content review. The findings suggest that while blended learning may not enhance academic achievement, it fosters greater learner engagement and satisfaction. Future research should optimize online interactivity and feedback to strengthen retrieval practice effects.

Authors:
Yu-Chen Chan, National Tsing Hua University, Taiwan

About the Presenter(s)
Yu-Chen Chan, Professor at National Tsing Hua University, studies cognitive and affective neuroscience with focus on humor, creativity, and emotion. Her current projects explore afective empathy in adults with ASD.

See this presentation on the full schedule – Tuesday Schedule

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