Massive Open Online Courses (MOOCs) are dramatically breaking borders and barriers to teaching and learning as they democratize access to quality international education for teachers and students across the globe. MOOC Camps provide an alternative framework to using MOOCs in the classroom aimed at fostering collaborative learning and engagement among participants. Utilizing a descriptive survey design, this study explored the affordances of integrating MOOC Camps into a flipped classroom. For five weeks during the first semester of the academic year 2018-2019, 1057 freshman students in a private university in Manila, the Philippines participated in MOOC Camps integrated into flipped classes. The students took English for Career Development, a MOOC developed by the University of Pennsylvania, funded by the U.S. Department of State, offered through the Regional English Language Officer (RELO) of the U.S. Embassy in the Philippines, and accessed through Coursera as a MOOC platform. Research data drawn from surveys and individual reflections from 711 respondents showed students‟ high satisfaction rates on the MOOC‟s aspects such as module topics, presentation of the course content, variety of activities, inter alia. The data also revealed students‟ positive insights on the use of MOOCs in the flipped classroom citing benefits such as meaningful learning experience, opportunities to create personal learning environments, among others. Pedagogical implications are offered in the light of these findings.

Keywords

MOOC · international education · blended learning · flipped classroom · personal learning environment