Abstract
Massive open online courses (MOOCs) have changed the traditional approach to the teaching process in higher education, so it is important to observe how learning takes place in that technology-rich environment. Cognitive, social, and emotional engagement as part of the MOOCs learning context is a basic principle that prescribes the relationships and interactions between the teacher, student, and learning setting. Each of these components has multiple features and is related to the complex nature of learning and teaching. The qualitative exploratory research design as a case study was conducted with educators and students from two countries – Latvia and Thailand. They were involved in learning within a free massive open online course supported by the UK MOOCs platform – FutureLearn. The qualitative data processing program AQUAD was used for processing data. Results show that there are some differences and similarities in comprehension of the MOOCs impact on learning engagement between learners of Latvia and Thailand.
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