SPOCs support
blended learning and
flipped classroom learning, which variously combine online resources and technology with personal engagement between faculty and students. Early research results point to improved learning and student outcomes using such approaches. In spring 2013,
edX and
MITx piloted two blended classroom implementations of 6.00x, Introduction to Computer Science and Programing at Bunker Hill and
Mass Bay Community Colleges. The program was funded as part of a
Bill and Melinda Gates Foundation grant. Students enrolled in the pilot courses completed the same exams as the 6.00x MOOC students, and scored an average of 10 points higher than their MOOC peers. When a SPOC is implemented at an institution, in concert with students, faculty determines which features and course content to utilize. This can include video lectures, assessments (with immediate feedback), interactive labs (with immediate feedback) and
discussion forums used in MOOCs. Using MOOC technology allows the faculty to organize their time with students in different ways, such as allowing more time in class for project-based work instead of grading assignments or preparing lectures. SPOCs have been analogized to “next generation textbooks,” by allowing faculty to decide how to use some or all parts of the SPOC. In a SPOC as in a MOOC students typically access interactive content at their own pace. Instructors set their own grading scale. Unlike MOOCs, SPOCs have limited enrollment and are often used as part of a course for credit. == References ==