Abstract Massive Open Online Courses (MOOCs) are presented as an option to the traditional model of higher education institutions. MOOCs have been used as part of face-to-face regular university courses as a new form of blended learning (BL), but little is known about the best ways to design effective MOOC-based BL. Besides, studies that assess the intention to continue using MOOCs do not assess their quality and value as perceived by students. This study aims to understand how MOOCs can be better integrated into blended learning. To do so, an exploratory case study was carried out a in MOOC-based BL in the discipline Fundamentals of Administration at a Brazilian university to evaluate three aspects: (1) pedagogical approach/rationale; (2) pedagogical/instructional design for integrating the MOOC into the course; and (3) perceived quality and value by the students. The results show that the MOOC was used as a blended learning method in an introductory course, replacing part of the hours of face-to-face classes, allowing an increase of the number of students per teacher, besides making the discipline more attractive to the students. Results also show that the functional value perceived by the students is favorable, with a score of 4.53 (7-point scale) and is influenced by the perceived quality regarding the MOOC (r = 0.29) and blended learning process (r = 0.22). This study extends previous research by demonstrating two different designs of MOOC-based BL that contribute to the improvement of the pedagogical process, reduce costs, and improve the quality problems of MOOCs. In addition, this study developed a model that associates perceived quality and perceived value with the intention to continue MOOCs within the context of the MOOC-based BL. This model may be used to evaluate which strategies for MOOC-based BL generate the highest perceived quality by the students.

中文翻译：

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大规模开放在线课程 (MOOC) 在混合学习课程中的使用以及学生感知的功能价值

摘要 大规模开放在线课程 (MOOC) 是高等教育机构传统模式的一种选择。MOOC 已被用作面对面常规大学课程的一部分，作为混合学习 (BL) 的一种新形式，但人们对设计有效的基于 MOOC 的 BL 的最佳方法知之甚少。此外，评估继续使用 MOOC 的意图的研究并未评估学生认为的质量和价值。本研究旨在了解 MOOC 如何更好地融入混合学习。为此，在巴西大学管理基础学科的基于 MOOC 的 BL 中进行了探索性案例研究，以评估三个方面：（1）教学方法/基本原理；(2) 将 MOOC 融入课程的教学/教学设计；(3) 学生感知的质量和价值。结果表明，MOOC 被用作入门课程中的混合学习方法，取代了部分面授课程的时间，从而增加了每位教师的学生人数，同时使该学科对学生更具吸引力。学生们。结果还表明，学生感知的功能价值是有利的，得分为 4.53（7 分制），并受 MOOC（r = 0.29）和混合学习过程（r = 0.22）感知质量的影响。本研究通过展示两种不同的基于 MOOC 的 BL 设计来扩展先前的研究，这些设计有助于改进教学过程、降低成本并改善 MOOC 的质量问题。此外，本研究开发了一个模型，将感知质量和感知价值与在基于 MOOC 的 BL 背景下继续 MOOC 的意图相关联。该模型可用于评估哪些基于 MOOC 的 BL 策略产生了学生最高的感知质量。