This paper reports on a systematic literature review by analysing 48 empirical studies on the use of Blended Learning with MOOCs. The results report on the pedagogically motivated, infrastructural and design-intensive efforts of the institutions. Moreover, they empirically confirm previously made claims that within hybrid initiatives, Flipped Classroom model is the most used one. They also indicate that blended learning in the context of MOOCs yields positive results. At the same time, most of the reviewed empirical research uses so called “MOOCs as Driver” model, where a traditional course in the curriculum is organized around a MOOC.

Blended learning with MOOCs: From investment effort to success: a systematic literature review on empirical evidence / Eradze, M.; Leon Urrutia, M.; Reda, V.; Kerr, R.. - 11475:(2019), pp. 53-58. [10.1007/978-3-030-19875-6_7]

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