%0 Journal Article %A Yousef, Ahmed Mohamed Fahmy %A Chatti, Mohamed Amine %A Schroeder, Ulrik %A Wosnitza, Marold %C Athabasca, AB %D 2015 %J The International Review of Research in Open and Distributed Learning %K usability %K quality assurance %K MOOCs %K MOOC Design %K massive open online courses %K effectiveness %K bMOOCs %K Bblended MOOC %N 2 %P 69-93 %R 10.19173/irrodl.v16i2.2032 %T A usability evaluation of a blended MOOC environment: An experimental case study %U http://www.irrodl.org/index.php/irrodl/article/view/2032 %V 16 %X In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives. %8 04/2015 %@ 1492-3831 %* yes %> https://www.oerknowledgecloud.org/archive/2032-17094-2-PB.pdf