Background and Aim: With the rapid advancement of educational technology, integrating Massive Open Online Courses (MOOCs) into literature courses has emerged as a significant pedagogical trend. While MOOCs offer accessibility and flexibility, their effectiveness in enhancing students’ academic performance in literature courses remains debated. This study aims to examine the impact of MOOC-integrated blended learning on foundational knowledge, writing ability, and critical thinking among literature students in higher education. Materials and Methods: This study employed a quasi-experimental design with a nine-week intervention. A total of 109 students from a Chinese university participated, with 55 in the experimental group and 54 in the control group. Pre-tests and post-tests were conducted, and independent sample t-tests were applied to analyze differences in learning outcomes across the three key variables. Results: The findings indicate that MOOC integration significantly improved students' foundational knowledge (p=0.004) and critical thinking skills (p=0.019). However, the experimental group exhibited lower writing scores compared to the control group (p=0.001), suggesting that MOOCs may not provide sufficient interactive support for writing skill development. Conclusion: This study demonstrates that MOOC integration in a Chinese literature course significantly enhances foundational knowledge and critical thinking but negatively impacts writing skills. To address this, blended learning designs should incorporate structured writing activities with personalized feedback mechanisms (e.g., peer review, instructor conferencing, or calibrated AI-assisted tools) to provide targeted support for writing development.
Xue et al. (Thu,) studied this question.
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