Small Private Online Courses (SPOCs) in Higher Education in a Flipped Classroom Framework: A Case Study Introducing Quantum Physics

Small Private Online Courses (SPOCs) have gained attention as a promising approach to blended learning in higher education, particularly within the Flipped Classroom framework. Unlike Massive Open Online Courses (MOOCs), SPOCs cater to a limited number of students, allowing for more personalized learning experiences and enhanced interaction with instructors. This case study examines the integration of a SPOC titled “Introduction to Quantum Physics” into the undergraduate course “Introduction to Modern Physics” at the University of Crete. The research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. Quantitative data were obtained from a questionnaire distributed to students and an analysis of student grades, while qualitative insights were derived from interviews with the course instructors. The findings indicate that the SPOC was associated with positive student engagement and comprehension of complex physics concepts, aligning with previous research on blended learning effectiveness. However, challenges were identified, including the need for increased student–instructor interaction in the online component. Recommendations for improving the SPOC model include the development of interactive activities and enhanced instructor support. This study aims to contribute to the growing body of research on the Flipped Classroom framework in higher education, highlighting the potential utility of SPOCs to enrich learning experiences.