Seite - 129 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

136 H.ChaandH.-J.So 9.1 Introduction Scholars have pointed out the problems of a knowledge-transmission paradigmof education rooted in industrialism, such as uniform teaching and learning, teacher- centricmethods,standardizedassessment,andlearningbyacquisition(Halverson& Collins, 2009).Higher education intuitionshaveexplorednewmethodsof teaching and learningwith the integration of technologies tomove away from knowledge- transmissiontoknowledgecreation,andtoprovidestudentswithmoreflexiblelearn- ingopportunities throughonline technologies.Thegrowthofonline learning in the highereducationsectorhasoccurred throughblendingvarious learningapproaches. MassiveOpenOnlineCourse (MOOC) isoneof theemergingapproaches inhigher education that leverages the openness of learning content formassive learners for the delivery of content and instruction. For the past decade, MOOCs have been transformedintoseveralvariationssince thefirstappearance in thehighereducation sector.Brown(2018)suggests thatMOOCshavegone through threewaves.During thefirstwave,MOOCsweremainlyusedformarketingpurposestoincreasetheinsti- tution’svisibilityandtorecruitmorestudents.ThesecondwaveistouseMOOCsfor lifelong learning, propelledby large-scaleMOOCprojects at anational level anda cross-institutional level.The thirdwave is touseMOOCsforcredit recognitionand continuingprofessionaldevelopmentpathways. Despitesuch increasingvariationsofMOOCsin thehighereducation landscape, a little framework is available to unpackmechanisms that blend various learning experiences. InMOOCs, as portions of learning experiences are delivered partly throughonlinemodalities, various integrations canhappen, affectingwhat students learn online and face-to-face. Further,MOOCs have been increasingly positioned as a platform to integrate formal traditional courseswith informal learning experi- ences.Given this nature of variations inMOOCs, this chapter aims to present and discussvariouswaysofintegratingformalandinformallearningexperiencesthrough MOOCs.This chapter is structured to firstly provide theoretical understandings of various MOOCs in the higher education sector, and then to present the integra- tion frameworkwith discussions of respective research studies. In the integration framework,wemainlydiscuss threeapproaches:blended learning,flipped learning, andnon-formal/informal learning.Thechapterconcludeswithsomesuggestionsfor researchdirectionsthatcaninformfutureresearchonintegratingformalandinformal learningexperiences throughMOOCs inhighereducation. 9.2 TheoreticalFoundation 9.2.1 MOOCs:ConceptsandFeatures MOOCshave provided innovative open learning environments since the termwas first introduced in2008 (Akgül, 2018;Littlejohn&Milligan, 2015).MOOCshave