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: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Athabasca University Press
2017
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| Acceso en línea: | https://doaj.org/article/8f642260e6214755a96f00b2b3e83e0b |
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