Seite - 128 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

Chapter9 IntegrationofFormal,Non-formal andInformalLearningThroughMOOCs HyunjinChaandHyo-JeongSo Abstract Since the first appearance ofMOOCs in the higher education context, MOOCshavebeenintegratedandtransformedintoseverallearningvariations.Inpar- ticular,by integrating formal traditional courseswith informal learningapproaches, MOOCshavebeenexpandingthepositionasalearningplatformtoprovidestudents with diverse learning experiences delivered through blended learning modalities. This chapter aims to discuss howMOOCs have been integrated into higher edu- cation contexts to blend formal, non-formal and informal learning experiences.An integration framework suggested in this chapter is based on two factors, namely credit recognition andonline learning that lead to three types ofMOOC-integrated learning experiences: Type I—formalMOOC learning, Type II—formal blended MOOClearning,andTypeIII—non-formal/informalMOOClearning.Basedonthis framework,wemainlyillustratethreeintegrationapproaches,namelyblendedlearn- ing, flipped learning, and non-formal/informal learning experiences, with relevant research studies. The chapter concludeswith some suggestions for research direc- tions thatcan informfuture researchon integrating formalandnon-formal/informal learningexperiences throughMOOCs inhighereducation. KeywordsMOOCs ·Flipped learning ·Blended learning ·Formal learning · Informal learning ·Non-formal learning H.Cha SoonChunHyangUniversity, #6524,22Soonchunhyang-ro,Shinchang-myeon,Asan-si, Chungcheongnam-do31538,RepublicofKorea e-mail: lois6934@hanmail.net H.-J.So (B) EwhaWomansUniversity,EducationBuildingA#405,52,Ewhayeodae-gil,Seodaemun-gu, Seoul03760,RepublicofKorea e-mail: hyojeongso@ewha.ac.kr ©TheAuthor(s)2020 D.Burgos (ed.),Radical Solutions and Open Science,LectureNotes inEducationalTechnology,https://doi.org/10.1007/978-981-15-4276-3_9 135