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Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom ARTICLE

, , Sungkyunkwan University

IRRODL Volume 18, Number 5, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

The goal of this study was to gain in-depth understanding about nonnative English-speaking students\u2019 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\u2019 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.

Citation

Cho, M.H. & Byun, M.K. (2017). Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom. The International Review of Research in Open and Distributed Learning, 18(5),. Athabasca University Press. Retrieved September 22, 2017 from .

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