%0	Journal Article
%A	Najafi, Hedieh
%A	Evans, Rosemary
%A	Federico, Christopher
%C	Canada, North America
%D	2014
%E	McGreal, Rory
%E	Conrad, Dianne
%J	The International Review of Research in Open and Distributed Learning
%N	5
%P	306
%T	MOOC integration into secondary school courses
%U	http://www.irrodl.org/index.php/irrodl/article/view/1861
%V	15
%X	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.
%Z	IRRODL
%8	11/2014
%9	Special Issue: Research into Massive Open Online Courses
%@	1492-3831
%(	The International Review of Research in Open and Distance Learning
%*	yes
%>	https://www.oerknowledgecloud.org/archive/1861-15552-1-PB.pdf