MOOC-based blended learning: a new paradigm in translation technology education
Purpose
This study aims to devise a blended learning massive open online course (bMOOC) approach for the relatively uncharted domain of translation technology learning that necessitates practical skills and hands-on practice and to examine its efficacy from the students’ perspectives.
Design/methodology/approach
The bMOOC approach incorporated four MOOCs, supplemented by a series of face-to-face workshops, live online seminars and guest lectures. Adopting a mixed-methods approach, student satisfaction was assessed across six key components: blended learning, flexibility, content, instructional design, connectivity and openness. Both quantitative and qualitative analyses were used to explore the intercorrelation among these components, examine the relationship between learner factors and learner perceptions, as well as identify the major advantages and disadvantages of the bMOOC approach.
Findings
The findings indicate that participants were generally satisfied with this novel learning approach, perceiving it as a useful combination of the best aspects of online and face-to-face learning.
Originality/value
These results not only contribute to the understanding of the influencing factors but also offer valuable insights into an effective design of bMOOCs.
