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Nonnative English-speaking students’ lived learning experiences with MOOCs in a regular college classroom

TitleNonnative English-speaking students’ lived learning experiences with MOOCs in a regular college classroom
Publication TypeJournal Article
Year of Publication2017
AuthorsCho, M. - H., & Byun M. - K.
PublisherThe International Review of Research in Open and Distributed Learning
Volume18
Start Page173
Issue5
Pagination173-190
Date Published08/2017
ISSN1492-3831
Keywordscollege students, lived experiences, MOOC, MOOC integration into traditional classroom, nonnative English-speaking students
Abstract

The goal of this study was to gain in-depth understanding about nonnative English-speaking students’ lived experiences with massive open online courses (MOOCs) in a regular college classroom. Phenomenological methodology was used to examine those experiences in 24 Korean college students. Individual interviews, an open-ended online survey, observation notes, online weekly journal entries, and social media constituted the data sources. Findings show that students’ lived experiences included (a) wonder and interest, (b) novel learning and teaching practices, (c) preference for video style, (d) learning strategies, (e) motivation to learn, and (f) need for face-to-face interaction. Implications for integrating a MOOC into a regular college course are also presented.

URLhttp://www.irrodl.org/index.php/irrodl/article/view/2892
DOIhttp://dx.doi.org/10.19173/irrodl.v18i5.2892
Rights

Attribution 4.0 International (CC BY 4.0)

Refereed DesignationRefereed
AttachmentSize
2892-24547-1-PB.pdf757.67 KB
Total votes: 15