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

Huashan Wu and Shujuan Luo

SAGE Open, 2022, vol. 12, issue 2, 21582440221093035

Abstract: 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.

Keywords: blended learning; MOOCs; students’ perceptions; teachers’ perceptions; challenges (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/21582440221093035 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221093035

DOI: 10.1177/21582440221093035

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().