Students’ Perceptions of a Learning Support Initiative for b-MOOCs

Shurong Zhao, Junxia Song


Blended learning based on MOOCs (b-MOOC) has become a new and wide-spread approach to combining internet technologies with face-to-face instruction in higher education. In the implementation of b-MOOCs, learning support or scaffolding proves to be essential and determines to some extent the success of blended learning, while available literature shows lack of re-search on it. Aiming at exploring a feasible learning support approach for b-MOOCs in practice, this study constructed a support framework with four key elements of resources (R), interaction (I), strategy (S) and evaluation (E) support, briefed as RISE, and implemented it in the Business English course in a Chinese university. A survey and semi-structured interview were conducted to make clear its effects, the perceptions and expectations of students. It shows that the RISE support initiative got wide recognition and resulted in various improvements, promoting learning autonomy, improving learning strategy, increasing interaction and time devoted. As to suggestions, more targeted and higher degree of support is expected by learners and they show preference for face-to-face instruction and suggestion is raised that the proportion of face-to-face section should be no less than the online part. The results of this study may offer practical reference in b-MOOC design about how to support learning process of students and what components and methods are effective.


b-MOOC, learning support, perception, RISE framework

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Copyright (c) 2020 Shurong Zhao, Junxia Song

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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