Paper Title
The Effect of Integrated Mooc and Inquiry Based Strategy on Student Learning Experiences and Scientific Literacy Performance

Recent calls for educational reform highlight the need to rethink the traditional in-class, lecture-based course model. One proposal is the flipped classroom approach, whichtransforms the traditional lecture into active in-class tasks and pre-post-class work. Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. This study implemented a flipped classroom approach by merging content from MOOC high-quality curriculum resources with in-class inquiry and practice based learning as part of the Grade 10 physics course. The purpose of this study is to examine the students’ learning experiences and attitudes by using this blended model of teaching in a flipped classroom. Both the quantitative and qualitative data collection methods such as student survey and interviews were conducted. The results showed that 48% of participant strongly agreed and 43% of participant agreed that flipped classroom is more engaging than traditional classroom instruction. It suggested that the adaptation of high quality MOOC content using a blended approach and in conjunction with a highly structured in-class inquiry and practice-based approach can produce significant benefits in transforming student learning and success. Keywords - MOOC, inquiry-based strategy, flipped classroom, practice-based learning.