Abstract

Since MOOCs made their entry as part of the academic educational offer, institutional policy has once more turned its attention to teaching and distance learning. One of the immediate effects was an increased interest in educational practices. Experimentation across the globe is trying to determine whether, and how, learning styles are changing, which learning needs are currently not being met by academic instititutions, and what teaching approaches and methods produce the best learning outcomes. This article focuses on a quasi- experimental design, whereby MOOC were introduced as part of a traditional academic course to analyse their transformational potential.