Examining the Impact of Online Courses and the Flipped Classroom Model: Evidence from Mongolia

Online courses have the potential to improve learning in developing countries where resources are constrained and content knowledge expertise can be limited. Nevertheless, obstacles such as language barriers and insufficient computer literacy may limit their potential. One promising approach is a flipped classroom model through which course content is delivered online through a Massive Open Online Course (MOOC), freeing up instructor time for more individualized student assistance and support. To better understand the implications of such a model on student learning, our team is partnering with the National University of Mongolia to conduct a randomized evaluation of such a model across a number of courses. Specific project outcomes to be examined include students acquisition of skills, attendance, interest, engagement, and self-efficacy levels under the flipped classroom model, as well as implications for university costs and instructor time allocation.