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9 IntegrationofFormal,Non-formal and InformalLearning… 157 Morris,N.P.(2014).Howdigital technologies,blendedlearningandMOOCswill impactthefuture ofhighereducation. International Conferencee-Learning, 2014,401–404. National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and education. Washington, DC,WA:National AcademiesPress. OECD(2010).Recognitionofnon-formalandinformal learning.Retrievedfromhttp://www.oecd. org/education/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm. Perna,L.W.,Ruby,A.,Boruch,R. F.,Wang,N., Scull, J.,&Ahmad, S. (2014).Moving through MOOCs: understanding the progression of users inmassive open online courses.Educational Researcher,43(9), 421–432. Sandeen,C. (2013). IntegratingMOOCs into traditionalhigher education:Theemerging“MOOC 3.0”era.Change: The Magazine of Higher Learning, 45(6), 34–39. Sfiri,A.,Pietkiewicz,K.,&Jansen,D. (2016).ExistingMOOCinitiatives inhighereducationand business sector and the distribution of MOOC learners in EU28. BizMOOCDiscussionPaper. Retrieved fromhttps://bizmooc.eu/papers/initiatives/?print=print. Sharpe,R.,Benfield,G.,Roberts,G.,&Francis,R.(2006).Theundergraduateexperienceofblended e-learning: a reviewof UK literatureand practice.York,UK:TheHigherEducationAcademy. Strayer, J.F. (2012).Howlearninginaninvertedclassroominfluencescooperation, innovationand taskorientation.Learning Environments Research,15(2), 171–193. Thai,N. T. T.,DeWever, B.,&Valcke,M. (2017). The impact of a flipped classroomdesign on learningperformance inhigher education:Looking for thebest “blend”of lectures andguiding questionswith feedback.Computers& Education, 107,113–126. Tucker,B. (2012).Theflippedclassroom:Online instructionathomefreesclass time for learning, EducationNext,Winter2012.Retrievedfromhttp://www.msuedtechsandbox.com/MAETELy2- 2015/wp-content/uploads/2015/07/the_flipped_classroom_article_2.pdf. Weller,M. (2014). Characteristics and completion rates of distributed and centralized MOOCs project details. MOOC Research Initiative. Retrieved from http://www.moocresearch.com/ wpcontent/uploads/2014/06/C9131_WELLER_MOOC-Research-Initiative-OU.pdf. Hyunjin Cha is an Assistant Professor in the College of Hyangseol Nanum, SoonChunHyang University inKorea.SheobtainedaM.Sc. inHuman-Computer InteractionwithErgonomics from University College London, and a Ph.D. in Educational Technology fromHanyang University, Seoul,Korea.Hercurrent researchareas includeuser-friendly teachingand learningenvironments andUserExperiences (UX) in education aswell asUniversal design for learning. Previously, she worked forKERIS,KoreaEducationandResearch InformationService, anaffiliatedorganization ofministry of education inKorea. She has conducted several research projects on ICT inEduca- tion indicatorswithUNESCOInstitute of Statistics (UIS) and ICT forEducationalDevelopment (ICT4ED). Hyo-Jeong So is a Full Professor in the Department of Educational Technology, EwhaWom- ans University in Korea. Previously, she was with Pohang University of Science and Technol- ogy (POSTECH),Korea andNational Institute ofEducation,NanyangTechnologicalUniversity, Singapore. She received her Ph.D. degree from Instructional Systems Technology, IndianaUni- versity. Hermain research interests includemobile learning, Computer-Supported Collaborative Learning (CSCL), and informal learning. She is particularly interested in examininghow to inte- grateemerging technologies for teachingand learning fromcollaborativeknowledgebuildingper- spectives. She has conducted several research projects on emerging technologies in education fundedbyMicrosoft,KoreanNationalResearchFoundation, and IDRC,Canada. In addition, she has published several research papers in the international journals andworking paper serieswith UNESCO.