Strengths and Weaknesses of MOOC-based Blended Learning as Perceived by Lecturers and Administrators

Abstract

Massive Open Online Courses (MOOCs) may facilitate the transformation and deep building of high-quality open courses by leveraging sophisticated network technology. However, with the widespread usage of MOOCs in universities and colleges, additional challenges have arisen. The purpose of this study was to investigate the strengths and weaknesses of MOOC-based blended learning as perceived by lecturers and administrators in an institution of higher education in Vietnam in which the integration of MOOCs in its curricula has been employed for almost four years. A semi-structure interview was utilized to collect the qualitative data from two administrators and two lecturers at the higher education institution (HEI). The results showed that MOOCs were not just employed as a tool to teach students, they were also being used to develop lecturers. It promoted self-pace learning among students, and turned lecturers into tech savvy and made high-quality professional development options accessible to them. However, several weaknesses concerning the lack of interaction in the forum, the limited mentoring sessions and the committing of plagiarism were recorded. The implications of this study are valuable for the studied context as well as for any higher education institution which intend to deploy MOOC-based learning in their traditional training program.