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9 IntegrationofFormal,Non-formal and InformalLearning… 141 or informal learningexperiences.Non-formal learning tends tobeamorestructured use ofMOOCs, whereas informal learningwithMOOCs can take place in a less structuredway. In the following section,we reviewanddiscusshowMOOCshavebeenused in various integration approaches. Type 1 (fully onlineMOOC) is not discussed here sincethischapterisinterestedinincorporatingdifferentlearningcomponentssuchas thecombinationofonlineandofflinelearningorformalandinformal learningexpe- riences.Ourreviewoftheexistingliteraturerevealsthatthreeintegrationapproaches are oftenused in thehigher education contexts: (1) integratingMOOCs inblended learning, (2) integratingMOOCs inflipped learning, and (3) integratingMOOCs in non-formaland informal learning. 9.3.1 IntegrationApproachI: IntegratingMOOCs inBlendedLearning Thefirst integrationapproachistoutilizeMOOCsinblendedlearningtosupplement and/or replacesomesegmentsofcoursesand learningcontents in traditional formal learning(Bralic´&Divjak,2016;NationalResearchCouncil,2012).Blendedlearning variesinconceptsandmodels,dependingonwhatformandmodeareblended(Bryan &Volchenkova,2016).Inthischapter,blendedlearningisdefinedasahybridformof learningthat integratesMOOCsintotraditionalbrick-and-mortarclassroomsbytak- ingthebenefitsofMOOCsinflexibleways.Whilesomeresearchers(e.g.,Bergmann &Sams,2012;Hung,Sun,&Liu, 2018)usedflipped learning in the samesenseas blended learning, flipped learning has been studiedwith its own specific purposes and characteristics. Therefore, we classify flipped learning as a separate integra- tionapproachrather thanblended learning. In this section,wediscusshowMOOCs havebeenused inblended learning,whichcombinesdifferent learningmodes (e.g., integrationofonlineandoffline, integrationofMOOCs,andtraditionalclassrooms). Table 9.3 presents the summary of previous studies in the integration approach I.First,Griffiths,Mulhern,Spies, andChingos (2015)conducted10case studies to address the issues of usingMOOCs as a blended learning approach in traditional formal education. Facultymembers from ten caseswhovoluntarily participated in the researchwere asked to integrateMOOCs into avariety of small, single-section courses.Dependingonthecase, instructorsutilizedMOOCsforreplacingsomeseg- mentsof coursesor enhancing theexistingcoursematerials.Their study found that therewereno statistically significant differences in learningoutcomesbetween the blended learninggroupand the traditional learninggroup.However, itwas revealed that student satisfaction in the blended learninggroupwas significantly lower than the traditional group since students preferred face-to-face interactionwith instruc- tors. In spite of low student satisfaction, Griffiths et al. (2015) found that faculty