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9 IntegrationofFormal,Non-formal and InformalLearning… 139 LearningNetwork(FLN)differentiatestheconceptsofflippedclassroomandflipped learning.Flippingaclassisamethodofpresentinglecturesandsupplementarymate- rials inadvancebeforeclass, as some instructorshavealreadydone in thepast.The FLN suggests that although flipping a class can lead to flipped learning, it does not necessarily do so. For the proper implementation of flipped learning, the FLN suggests that instructorsmust incorporate thefourpillarsofF-L-I-P™,namelyflex- ible environment, learning culture, intentional content, and aprofessional educator (Bergmann&Sams,2014). Inthisstudy,weusethetermflippedlearning,following thedefinitionbyFLN,toreferto“apedagogicalapproachinwhichdirect instruction movesfromthegrouplearningspacetotheindividual learningspace,andtheresult- ing group space is transformed into a dynamic, interactive learning environment where theeducatorguides students as theyapplyconcepts andengagecreatively in the subjectmatter” (FlippedLearningNetwork, 2014,p. 1).Flipped learningadvo- cates learningexperiences that engage learners in cognitiveprocessesdemanded in the real-world context. Bymovingmuch of the abstract learning outside of class andbringing inmorepracticalactivities into theclass, this sequenceof learningcan better facilitatestudentengagement inhigh-levelcognitiveactivitiesandknowledge integration. 9.3 IntegrationFramework Credit recognition is an important consideration ofMOOCs in higher education. Sandeen(2013)suggests thathighereducationinstitutionsareenteringtheeraof the hybridMOOCcalled“MOOC3.0orhMOOC”,whichindicatestheincreasingtrend of integratingMOOCs into traditional academicprogramsor courses for academic credits.However,Chamberlin andParish (2011) contend that studentswho receive credits fromMOOCs tend to receivemorebenefits suchasadditionalmeetingsand activitieswith the facilitator thannon-credit students. If studentschoose toenroll in MOOCsdue to theadvantageof theflexible learningenvironment toearnacademic credits, their behaviormaynot be fully encouraged by intrinsicmotivation, but by external incentives tosomeextent.Hence, it isnecessary todistinguish twotypesof MOOCs: (a) formal, certification-oriented participation inMOOCswhere learning isprimarilycenteredonreceivingcredits fromMOOCsand(b)non-formal,profes- sionaldevelopment-orientedparticipation inMOOCswhere learning iscenteredon theutilizationofknowledge in real-worldcontexts. Basedontheunderstandingofdifferentlearningapproaches,weproposeaframe- work that integrates formal and informal learning experiences throughMOOCs. While there are various ways to conceptualize formal, non-formal and informal learning,weadopt thedefinitionsbyOECD(2010): • Formal learning: learning that occurs in an organized structured environment and is explicitly designated as learning in terms of learning objectives, time, or learningsupport.