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144 H.ChaandH.-J.So teachingand learning, supportingdiversity, and improvingefficiency (Sharpe,Ben- field,Roberts&Francis, 2006). Indeed, students in the previous studies described self-control, flexibility, and diversity as positive features of the blended approach. However, as seen in low student satisfaction in some studies (e.g., Griffiths et al., 2015), it iscrucial toconsiderhowtoemployMOOCcontents inablendedcontext. That is, instructors shouldfirst consider how to integrateMOOCs into their formal educationcontextssince therearevariedblendedlearningconceptsandapproaches. 9.3.2 IntegrationApproachII: IntegratingMOOCs inFlippedLearning The second andmost prevalent integration is aflipped learning approach that inte- gratesMOOCs intopre-classactivities topromote student-centered learningduring face-to-facein-classsessions(Hungetal.,2018).Ingeneral,flippedlearningconsists ofpre-class, in-class, andafter-classactivities.Flipped learningoriginated fromthe ideaofhowinstructorsbetterutilizein-classtime(Tucker,2012).Duringthein-class time in flipped learning, it is crucial to havemore interactions between peers and instructors throughstudent-centeredactivities.Tomakethein-class timemoreinter- active and student-centered, instructional video lectures are considered a powerful tool toreplaceteacher-ledpassivelectures.Theconceptbehindflippedlearningis to makestudentsmoreactivelyengaged in learning, rather thanpassiveparticipants in teacher-led lecturesduring theface-to-face in-class time(Bishop&Verleger,2013). In this respect,MOOCscoursesandvideoscanalsoplayan important role inhelp- ing instructors transformsuch instructor-centric lectures to student-centric learning experiences. Inthissection,weconsiderpreviousstudiesthatusedMOOCsasaflippedlearning approach in traditional brick-and-mortar university contexts.Table9.4presents the summaryofprevious studies in the integrationapproach II.Bruff,Fisher,McEwen, and Smith (2013) designed a course as a flipped learning approach by combining MOOC lectures and in-class activities such as supplementary reading and seminar in a traditional formal education setting. Tenweeks during the 14-week semester includedMOOCs components so that the instructor was able to focus on in-class activitieswith interactive discussion and challengingmaterials. In this case study, studentsdescribedtheMOOCcontentsaseffective, informative,anduseful forself- paced learning and thought that online lectures opened up a space for productive in-classdiscussions.Themostobviouschangewas thatstudents recognized therole of the instructor as a facilitator for in-class activities. However, they also pointed out somechallenges suchas themisalignmentbetweenonline lectures and in-class components. Ghadiri,Qayoumi,Junn,Hsu,andSujitparapitaya(2013)conductedapilotstudy that adopted flipped learningwith three distinct activity phases: online outside-of- the class with edX contents, in-class team-based learning, and after-class activi- ties as described in Table 9.5. In the pilot study, despite student complaints about