Abstract:

The emergence of information and communication technology has dynamically changed the framework of higher education. With the help of MOOCs, it has provided immeasurable opportunities to massive learners to learn through open online courses. Since 2002 different types of MOOCs have emerged, like- c-MOOC, x-MOOC, NOOC, sMOOC, and a hybrid MOOC/ blended MOOC. B-MOOCs have arisen as a blended learning strategy which is the combination of MOOC platform-supported activities and face-to-face activities within the class in Higher Education contexts. This paper presents the strategies to analyse the effectiveness of a blended MOOC for the professional development of teachers. This research was conducted using mixed-method research. Qualitative and quantitative tools were used to collect data. 

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