Nonnative English-Speaking students' lived learning experiences with MOOCs in a regular college classroom

Moon Heum Cho, Moonkyoung Byun

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)173-190
Number of pages18
JournalInternational Review of Research in Open and Distance Learning
Volume18
Issue number5
DOIs
StatePublished - 2017

Keywords

  • College students
  • Lived experiences
  • MOOC
  • MOOC integration into traditional classroom
  • Nonnative English-speaking students

ASJC Scopus subject areas

  • Education

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