ABSTRACT In this paper, the authors discuss the effectiveness of MOOCs as part of a pedagogical strategy aimed at supporting Physics’ preliminary undergraduate students in large-size lectures. Our study is based on an experimental activity based on a blended course, which integrated a parallel MOOC delivered through the POK (PoliMi Open Knowledge, http://www.pok.polimi.it), the Politecnico di Milano’s MOOC portal. The blended model also delivered face-to-face activities that included intensive technology enhanced learning, like feedback based on clickers. Specifically, we introduce the several elements of the approach (the tutors’ pedagogy, the adoption of clickers, the diversity amongst learning groups) and its process of implementation. The findings in this study highlight that the integrated model is effective in terms’ of students’ learning both for small and large size lectures. More importantly, it was found that the students in large size lectures demonstrated similar or even better performance than students in a small size group. Moreover, the students in all sizes lectures showed higher satisfaction with the MOOCs’ against other factors adopted within the learning design.

中文翻译：

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将MOOC集成到物理基础本科教育中：大型讲座之外

摘要在本文中，作者讨论了MOOC作为教学策略一部分的有效性，该策略旨在为物理初等本科生提供大型讲座。我们的研究基于一项基于混合课程的实验活动，该课程整合了通过米兰理工大学MOOC门户POK（PoliMi Open Knowledge，http：//www.pok.polimi.it）交付的并行MOOC。混合模型还提供了面对面的活动，包括强化技术的增强学习，例如基于点击器的反馈。具体来说，我们介绍了该方法的几个要素（导师的教学法，答题者的采用，学习小组之间的差异）及其实施过程。这项研究的结果突出表明，该集成模型对于小规模和大型讲座的学生学习都是有效的。更重要的是，发现大型讲座的学生表现出与小型讲座学生相似甚至更好的表现。此外，在各种规模的讲座中，学生对MOOC的学习设计中采用的其他因素表现出更高的满意度。