Page - 146 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

9 IntegrationofFormal,Non-formal and InformalLearning… 153 Table9.7 Satisfactionanddissatisfaction factors inMOOCs(Gutiérrez-Santiuste et al., 2015) Planning Instructionaldesign, choiceof topics, courseorganization,numberof participants, courseduration Community Social character, communityandgroupwork, sharingoutside theplatform Contents Content, resources Technical Technical/technological situations Participation Levelof involvement andcontributions to thecourse non-formallearningwastechnical(53%),whilestudentsinblendedlearningencoun- teredfourbarriersat thesamelevel,namely32%intechnical,28%insociological, 20%inpsychologicalandcognitive.Second, theycomparedsatisfactionanddissat- isfaction levels. Data indicate that 61.8%of studentswere satisfiedwith blended learning,especially intermsofplanning(30.9%),community(16.4%),andcontents (7.3%).On theotherhand,80.1%expresseddissatisfaction, especially in termsof planning (24.1%), evaluation (17.8%), andcontents and technical (9.4%). Kursun (2016)evaluated theeffectof credit on learners’ achievement, perceived intrinsic and extrinsic goal orientations, and perceived course value by comparing credit-bearing vs. non-credit-bearing students.While the studydid not specifically focuson the integrationofMOOCs, the results and implications fromthe studyare meaningfulinthatthecreditrecognitionisanimportantfactorthatuniversitiesshould considerwhen integratingMOOCs into their traditional higher education contexts. Thestudyfoundastatisticallysignificantdifferencebetweentwogroups, indicating that credits influenced learner achievement, goal orientations, andperceivedcourse values. The credit-bearing group showed significantly higher achievement scores, perceivedgoalorientation, andcoursevalues than thenon-credit-bearinggroup. Overall,comparativestudiesshowthat therearesignificantdifferences instudent participation, engagement,motivation, goal orientation, coursevalues, satisfaction, and barriers. Such findings from the comparison studies provide universities with insights on how to integrateMOOCs into own contexts. In particular, it is note- worthythatstudentsencounter technicalobstaclessuchasinadequate infrastructure, connection, and transmission due to the bandwidth problem, and poor functioning in online learning environments regardless of integration approaches. Universities needtodealwithtechnicalbarrierswhenconsideringtheintegrationofMOOCsinto traditional offline learning. For instance,MOOCplatforms should beuser-friendly designedwith interfaces and functions to facilitate smooth online learning experi- ences.Asmallunit ofvideo lecturescanbealsoconsidered todealwithbandwidth problems. 9.4 Conclusion In this chapter, we discussed howMOOCs can be integrated in higher education, forboth formal andnon-formal/informal learningexperiences.Thedevelopmentof