@article { title = {MOOC integration into secondary school courses}, year = {2014}, month = {11/2014}, author = {Najafi, Hedieh and Evans, Rosemary and Federico, Christopher}, editor = {McGreal, Rory and Conrad, Dianne}, country = {Canada}, journal = {The International Review of Research in Open and Distributed Learning}, volume = {15}, issue = {5}, pages = {306}, issn = {1492-3831}, abstract = {We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. Although the MOOC-only students watched more unique videos, the blended-mode students stayed more on-track with the MOOC. The blended-mode students showed more persistence in retaking quizzes, yet they scored lower than the MOOC-only students.}, refereed = {yes}, url = {http://www.irrodl.org/index.php/irrodl/article/view/1861}, attachments = {1861-15552-1-PB.pdf}, }