Abstract:

This proposal shows some results with simultaneous teaching methods developed for a same undergraduate course, based on SPOC (Small Private Online Courses) technology. SPOC choice pretended some aims, such as: adapt the same teaching to different ways of learning, improve students involvement to value and grade partially their pairs work, analyze students pace during the course, detect the toughest syllabus milestones, improve the final students feeling and get some patterns to improve future teaching for this course and some further others developed through this way.

Research was focused on data available from 126 students belonging to four groups of the course "Digital postproduction". This topic is part of the "Film, TV and Media Studies" syllabus at Carlos III University of Madrid (UC3M).

The course included a SPOC developed with OpenEDX software. Teaching was offered simultaneously through SPOC and two weekly face-to-face sessions, during 14 weeks. The course was splitted into four linked modules, where each module was based on previous learning.

This SPOC included a series of materials, mostly videos plus some text documents, all created on purpose for the course. Each video ended with a no-grading review quiz. At the end of a module, grading was based on a new quiz plus a practical video exercise, developed by each student. Each exercise was anonimously graded by a set of five students. Different graders were chosen through an automatic algorythm from all students, whatever the group they were enrolled in. SPOC final grading value was 20%.

All at once, the course was offered face-to-face to each group of students, via flipped classroom: some tutorial assistance about SPOC videos and materials to extend teaching if required. In addition to that, new graded activities were offered at the end of each module, including a module quiz and a second individual teacher assessment from the practice sent to the SPOC. Teacher assessment included, as an extra grading standard, a public practice student exposure to their classroom pairs under requirement, where students could give public feedback. Face-to-face grading was 80%.

After the end of the course, some data have been analyzed. First, data recovered from the SPOC related about students platform engagement, including type of activity and time access, video usage time, quiz answers (both graded or not), peer review and teacher assessments. Additional students answers to course polls taken independently by UC3M were also checked.

Results show students' course adjustment to their preferences: some half of them followed SPOC and flipped classes concurrently whereas a smaller group used SPOC to decrease classroom attendance, apart from quiz and practical showing sessions. A more reduced group did not follow SPOC videos but attended face-to-face sessions.

Whatever the chosen methodology, final grades were very positive, and so final course students' feeling about their own learning. Some improvement will be discussed to improve face-to-face attendance, as increasing different face-to-face exercises from the SPOC.

Keywords:

SPOC, flipped classroom, peer review, learning methodologies, OpenEDX.