In this article, Hlinak argues that combining massive open online courses (MOOCs) with flipped classroom techniques is an effective and efficient method of achieving learning outcomes. Hlinak explains the flipped classroom technique, arguments in favor of it, and his own experiments using it. He then describes the MOOC, as well as some controversy surrounding the use of it in a university setting. The article’s main argument follows, describing a case study of “flipping and MOOCing” used together. Not only does assigning a MOOC lecture for students to view before class open up class time for professor-led discussion and interaction, but by adopting someone else’s lectures for use in a flipped classroom format, a professor is freeing up the time they might have spent preparing an original recorded lecture. Hlinak argues that MOOC technology should not be seen as a replacement for professors, but rather a tool to make them more effective.

中文翻译：

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翻转和 Moocing 你的课程或：我如何学会停止担心和热爱 MOOC

在本文中，Hlinak 认为将大规模开放在线课程 (MOOC) 与翻转课堂技术相结合是实现学习成果的有效方法。Hlinak 解释了翻转课堂技术、支持它的论据以及他自己使用它的实验。然后，他描述了 MOOC，以及围绕它在大学环境中使用的一些争议。文章的主要论点如下，描述了一起使用“翻转和MOOCing”的案例研究。分配一个 MOOC 讲座让学生在课前观看不仅为教授主导的讨论和互动开辟了课堂时间，而且通过采用其他人的讲座以翻转课堂形式使用，教授可以释放他们可能花费的时间准备原始录音讲座。