doi: 10.18178/ijiet.2022.12.6.1654
Comparing the Effects of SPOC and Face-to-Face Courses and Factors Influencing the Effects
Jining Han1
,
Jiayi Shi1
- 1Faculty of Education, Southwest University, Chongqing, 400715, China
Abstract
Distance education has been widely used in universities due to the outbreak of Covid-19. SPOCs (Small Private Online Courses) have high enrollment and completion rates in higher education due to their ability to provide students with personalized deep learning. This study aims to investigate the learning effect of SPOCs and further explores the reasons that affect its effectiveness. The study found that: a) there is a certain difference in the learning effect between SPOCs and face-to-face courses; b) the learning effect in SPOCs can be effectively improved by enhancing the interest in learning, and c) the teacher’s internal and external assistance can significantly improve the learning effect. The study suggested that the “Hard-Pure” SPOCs needs more detailed course design, enhancing students’ motivations and learning interests in SPOC courses, and strengthening teachers’ assistance to students in and out of class.
Keywords
- Distance education
- SPOCs
- Biglan model
- learning effects
- face-to-face
How to Cite
Jining Han and Jiayi Shi, "Comparing the Effects of SPOC and Face-to-Face Courses and Factors Influencing the Effects," International Journal of Information and Education Technology, vol. 12, no. 6, pp. 565-570, 2022. https://doi.org/10.18178/ijiet.2022.12.6.1654
Copyright & License
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).