Abstract
<p class="3">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.</p>
Highlights
The massive open online course (MOOC) has developed rapidly, drawing global attention (Saadatdoost, Sim, Jafarkarimi, & Hee, 2015; Shah, 2015a)
Students felt a sense of wonder after they discovered several features, including the following: (a) MOOCs are available free of charge to anyone anywhere in the world; (b) MOOCs provide diverse professional courses that may have been unavailable had they not known about their existence; and (c) they were among many hundreds of thousands of learners who take MOOCs in over 100 countries (Jordan, 2014)
The purpose of this study was to gain in-depth understanding of the lived learning experience of nonnative English-speaking students, Koreans, with MOOCs in a regular college classroom; and we found that learning in a MOOC challenged many of them
Summary
The massive open online course (MOOC) has developed rapidly, drawing global attention (Saadatdoost, Sim, Jafarkarimi, & Hee, 2015; Shah, 2015a). Among the 33,378 learners signed up for the MOOC, 15,310 students responded to the survey, 56.9% of whom reported that English was not their first language. In Take Your Medicine: The Impact of Drug Development, a course offered through edX, 1,090 students completed open-ended writing assignments, 64.74% of whom reported themselves learners of as English as a second language (Reilly et al, 2016). The same instructor who taught the educational technology portion of Introduction to Big Data in Education taught Computer Applications in Education with four modules, including ePortfolio, Web 2.0, a MOOC, and global learning. Either Powerful Tools for Teaching and Learning: Web 2.0 Tools from the University of Houston System or Assessment and Teaching of 21st-Century Skills from the University of Melbourne. Taking a MOOC course was a required class activity in the MOOC module, and students were expected to experience a new form of technology-mediated learning and develop an understanding of the influence of MOOCs on learning in school and beyond
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