@article {
	title = {A usability evaluation of a blended MOOC environment: An experimental case study},
	year = {2015},
	month = {04/2015},
	author = {Yousef, Ahmed Mohamed Fahmy and Chatti, Mohamed Amine and Schroeder, Ulrik and Wosnitza, Marold},
	keywords = {usability, quality assurance, MOOCs, MOOC Design, massive open online courses, effectiveness, bMOOCs, Bblended MOOC},
	address = {Athabasca, AB},
	journal = {The International Review of Research in Open and Distributed Learning},
	volume = {16},
	issue = {2},
	pages = {69-93},
	issn = {1492-3831},
	abstract = {In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.},
	refereed = {yes},
	doi = {10.19173/irrodl.v16i2.2032},
	url = {http://www.irrodl.org/index.php/irrodl/article/view/2032},
	attachments = {2032-17094-2-PB.pdf},
}