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

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...

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Autores principales:	Moon-Heum Cho, Moon-Kyoung Byun
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	MOOC nonnative English-speaking students MOOC integration into traditional classroom lived experiences college students Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/8f642260e6214755a96f00b2b3e83e0b
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id	oai:doaj.org-article:8f642260e6214755a96f00b2b3e83e0b
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spelling	oai:doaj.org-article:8f642260e6214755a96f00b2b3e83e0b2021-12-02T19:20:53ZNonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom10.19173/irrodl.v18i5.28921492-3831https://doaj.org/article/8f642260e6214755a96f00b2b3e83e0b2017-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2892https://doaj.org/toc/1492-3831The 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. Moon-Heum ChoMoon-Kyoung ByunAthabasca University PressarticleMOOCnonnative English-speaking studentsMOOC integration into traditional classroomlived experiencescollege studentsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 5 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC nonnative English-speaking students MOOC integration into traditional classroom lived experiences college students Special aspects of education LC8-6691
spellingShingle	MOOC nonnative English-speaking students MOOC integration into traditional classroom lived experiences college students Special aspects of education LC8-6691 Moon-Heum Cho Moon-Kyoung Byun Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom
description	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.
format	article
author	Moon-Heum Cho Moon-Kyoung Byun
author_facet	Moon-Heum Cho Moon-Kyoung Byun
author_sort	Moon-Heum Cho
title	Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom
title_short	Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom
title_full	Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom
title_fullStr	Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom
title_full_unstemmed	Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom
title_sort	nonnative english-speaking students’ lived learning experiences with moocs in a regular college classroom
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/8f642260e6214755a96f00b2b3e83e0b
work_keys_str_mv	AT moonheumcho nonnativeenglishspeakingstudentslivedlearningexperienceswithmoocsinaregularcollegeclassroom AT moonkyoungbyun nonnativeenglishspeakingstudentslivedlearningexperienceswithmoocsinaregularcollegeclassroom
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Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom

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