The purpose of the research is to explore teachers' and students' needs in implementing NAER's DeltaMOOCx math lessons in high schools. We utilized two approaches to achieve these goals: the first one is implementing a cooperative action study with two special education teachers working in remedial classrooms, and the other approach is conducting a workshop with one high school (60 students) on digital learning. These two approaches combined to answer our research questions: 1. to investigate via questionnaires and one-on-one interviews on the necessary elements when using DeltaMOOCx math lessons, 2. to investigate what are the possible obstacles and the needs of both teachers and students, and 3. to discuss some possible changes on the roles of teaching and learning.
In our initial analysis, in the remedial classrooms, the class is mainly teacher-controlled, teachers selecting learning materials and learning pace, although teachers expressed their concerns to expect students' self-regulated learning. There are three findings: (1) teachers selected video segments online based on their perception of students' learning level as well as their acceptance. (2) teachers' facilitation student's learning with online video, (3) teachers' assistance helps students with disabilities learn from MOOCs by themselves in the future. In the regular class in high school, students are overall interested in using DeltaMOOCx math lessons. They also believe that DeltaMOOCx lessons would be beneficial for the preview and review lessons. The advantages and barriers of using DeltaMOOCx are discussed in the end.
