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The study measures how students interact with peers, instructors, content, and technology, and tests the relationship between interaction types and satisfaction. Mixed methods are used with 339 Vietnamese university students via semistructured interviews and quantitative analysis. Results show high perceived interaction, offline classes favored over the online environment, and positive correlations between interaction and satisfaction, with recommendations for enhancing engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/blended-moocs-in-higher-education-analyzing-student-interaction-and-satisfaction/599485/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/blended-moocs-in-higher-education-analyzing-student-interaction-and-satisfaction/599485.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about bMOOCs in higher education?","Question",{"text":112,"@type":113},"The study investigates students’ perceived levels of interaction in bMOOC environments, the relationship between interaction and satisfaction, and ways to enhance student interaction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is student interaction measured in the bMOOC environment?",{"text":117,"@type":113},"Interaction is assessed in terms of students’ engagement with peers, instructors, content, and technology within bMOOCs.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings are reported about interaction and satisfaction?",{"text":121,"@type":113},"Students report quite high perceived interaction, prefer offline classes to the massive open online course environment, and interaction types positively correlate with satisfaction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599485,1792161957,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2025, 17(1), ep550 ISSN: 1309-517X (Online)  \nBlended MOOCs in higher education: Analyzing student interaction and satisfaction  \nAnh Tuan Pham 1*  \n 0000-0002-6977-582X  \n1 FPT University, Can Tho, VIETNAM  \n* Corresponding author: [anhpt66@fe.edu.vn](anhpt66@fe.edu.vn)  \nCitation: Pham, A. T. (2025) . Blended MOOCs in higher education: Analyzing student interaction and satisfaction.  \nContemporary Educational Technology, 17(1), ep550. [https://doi.org/10.30935/cedtech/15689](https://doi.org/10.30935/cedtech/15689)  \nARTICLE INFO ABSTRACT  \n\n| Received: 21 Aug 2024\u003Cbr>Accepted: 19 Nov 2024\u003Cbr>INTRODUCTION | Blended massive open online courses (bMOOCs) have emerged as a potential educational model that combines conventional in-person instruction with online learning. The investigation into students’ level of interaction in bMOOCs is significant to the effective implementation of bMOOCs in higher education. This study investigates the perceived level of student interaction with their peers, instructors, content, and technology in bMOOC environments, the relationship between their interaction and satisfaction, and ways of enhancing student interaction. This research employs a mixed-method data collection approach, including qualitative semistructured interviews and quantitative data analysis, with the participation of 339 students at a higher education institution in Vietnam. The findings reveal that students’ perceived level of interaction was quite high. Student interaction in offline classes was preferred to the massive open online courses environment. Besides, student interaction types and their satisfaction were positively correlated. The paper also addresses possible suggestions for maximizing student interaction in bMOOC environments and practical implications for educational practices in higher education.\u003Cbr>Keywords: blended learning, MOOCs, interaction, Coursera |\n| --- | --- |\n\nThe popularity of online courses is on the rise due to advancements in computer and network technologies (Cho & Byun, 2017) . While gaining popularity in affluent countries, this phenomenon is limited to tertiary educational establishments in underdeveloped nations due to the costs and inequities in educational access (Gulati, 2008) . Renowned and qualified instructors at prestigious universities such as Harvard, Stanford, Cambridge, and Oxford lead high-quality courses and programs. They have effectively implemented strategic and pedagogical approaches in their classes to enhance the quality and longevity of the educational system. To ensure the quality of education and learning, developing countries must overcome these challenges (Gulati, 2008) . Massive open online courses (MOOCs), released in 2008, have revolutionized the landscape of online education. MOOCs aim to aid emerging or disadvantaged nations in tackling pedagogical, strategic, and economic challenges in higher education (Sancho Vinuesa et al., 2015) . In response to the COVID-19 epidemic, there has been a focus on shifting traditional classrooms to a technological alternative using MOOCs to maintain educational progress (Salas-Rueda et al., 2022) . Distance learning has emerged as a widespread global trend in formal education, aiming to streamline the process. Blended MOOCs or MOOCbased blended (bMOOCs) learning has become a prominent method of instruction in various academic environments, where a combination of online and in-person courses is utilized, following the COVID-19 epidemic. bMOOCs, a new educational trend, have been increasingly popular in higher education institutions, leading to a significant increase in bMOOCs at the tertiary level.  \nMoreover, studies indicate that over 90% of individuals who participate in MOOCs drop out (Reparaz et al., 2020) . One factor contributing to the low completion rate of MOOCs is the continued use of a centralized learning approach that is focused on the teacher (You","cbCaihZuqHLpWXvB","https://ap.wps.com/l/cbCaihZuqHLpWXvB","pdf",270177,16,"English","# Introduction\n# Literature Review\n## Blended Learning and bMOOCs","[{\"question\":\"What does the study investigate about bMOOCs in higher education?\",\"answer\":\"The study investigates students’ perceived levels of interaction in bMOOC environments, the relationship between interaction and satisfaction, and ways to enhance student interaction.\"},{\"question\":\"How is student interaction measured in the bMOOC environment?\",\"answer\":\"Interaction is assessed in terms of students’ engagement with peers, instructors, content, and technology within bMOOCs.\"},{\"question\":\"What key findings are reported about interaction and satisfaction?\",\"answer\":\"Students report quite high perceived interaction, prefer offline classes to the massive open online course environment, and interaction types positively correlate with satisfaction.\"}]","Blended MOOCs in Higher Education - Analyzing Student Interaction and Satisfaction | PDF",1792088858]