Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students’ Experience and Perceptions

Authors

  • Yan Li Zhejiang University
  • Muhua Zhang Zhejiang University
  • Curtis J. Bonk Indiana University
  • Niki Guo Zhejiang University

DOI:

https://doi.org/10.3991/ijet.v10i6.4708

Keywords:

Massive open online course (MOOC), flipped classroom, e-learning satisfaction, perceptions

Abstract


The purpose of this experimental study was to redesign a traditional undergraduate course by integrating MOOC content and flipped classroom practice and to see its effectiveness through students’ experience and perceptions. The course named “Internet and Distance Education” was taught in Winter Semester, 2013 at the Zhejiang University in Hangzhou, China to 15 undergraduate students majoring in education. E-learner satisfaction surveys found that students were generally satisfied with many aspects of the redesigned course, including instructor response timeliness, instructor attitude toward the technology, e-learning course flexibility, technology quality, Internet quality, perceived usefulness, perceived ease of use, and perceived e-learner satisfaction, while learner perceived interaction with others was not so satisfactory. Based on the findings, several suggestions to improve the course design are offered.

Author Biographies

Yan Li, Zhejiang University

Yan Li is Professor working at Institute of Educational Technology, College of Education, Zhejiang University.

Muhua Zhang, Zhejiang University

Muhua Zhang is doctoral student studying at Institute of Educational Technology, College of Education, Zhejiang University.

Curtis J. Bonk, Indiana University

Curtis J. Bonk is Professor working at Department of Instructional System Technology at Indiana University-Bloomington.

Niki Guo, Zhejiang University

Assistant Professor working at Institute of Educational Technology, College of Education, Zhejiang University

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Published

2015-12-16

How to Cite

Li, Y., Zhang, M., Bonk, C. J., & Guo, N. (2015). Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students’ Experience and Perceptions. International Journal of Emerging Technologies in Learning (iJET), 10(6), pp. 4–10. https://doi.org/10.3991/ijet.v10i6.4708

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Papers