Integrating MOOCs in an Undergraduate English Course: Students' and Teachers' Perceptions of Blended Learning

As blended learning pedagogy gains an increasing popularity in higher education, there is a need to continually report both students' and instructors' perceptions regarding blended learning in order to generate better learning outcomes. This paper examines how students and instructors perceived the incorporation of MOOCs in students' blended learning experience and the challenges they encountered. A total of 122 second-year undergraduates enrolling in an English course were surveyed, and five students and three lecturers were interviewed. The finding shows that students had favorable attitudes toward this blended course, expressing a higher level of interaction, flexibility, a better understanding of the learning content, and a richer learning experience. The instructors confirmed the positive impacts of blended learning but also admitted blended teaching increased their time commitment to their jobs. The impediments met by students and instructors in the blended learning environment must be taken into consideration.

Automated summary

This study examined the perceptions of students and instructors regarding blended learning, focusing on the incorporation of MOOCs and the challenges faced. The findings revealed that students had positive attitudes towards the blended course, experiencing higher interaction levels, flexibility, better understanding of content, and a richer learning experience. Instructors confirmed the positive impacts of blended learning but acknowledged an increase in time commitment.