Seite - 140 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

9 IntegrationofFormal,Non-formal and InformalLearning… 147 Table9.5 Threedistinctphases for theflipped learningapproach (Ghadiri et al., 2013) Step1.onlineoutside-of-the class Step2. in-class team-based learning Step3. after-classactivities edXtopicalmini-lecture videos Mental ramp-upperiod Professor emails absent studentswithclassmaterials edXonline textbook In-classmini-reviewlecture Optional, friday,one-hour, F2Fwalk-in sessionedXproblemsets Groupquiz edXonline labexperiments Solutionofgroupquiz SJSUvirtualdiscussionboard Individualquiz Assessmenthandout for the next class session Solution to the individual quiz Previewfornext class session the extensive time and efforts requiredweeklywith constant tests, the success rate of the course increased from 65% to 91%.Qualitative data revealed that students perceived both positive and negative aspects. The positive aspects include access- ingsupplementarymaterials, self-paced learning, andproductive in-class activities, whereasnegative aspects includematerials not corresponding to in-classmaterials, time-consumingactivities, andonlinehomework that isdifficult, irrelevant, and too frequent. Holotescu,Cretu,Grosseck, andAntoanela (2014) integrateddifferentMOOCs, and the in-class timewas devoted to discussion, exercise practices, and feedback on assignments. As the study was designed as a flipped learning approach, they evaluatedMOOC participation and the pedagogical benefits of the flipped learn- ingapproach.Thepedagogical benefits include learner-centric teaching, self-paced learningwith enhanced attention, openness, collaborationwith peers, active learn- ing,etc.However, theyemphasizedthat instructorsmustbeequippedwithnewskills and tasks such as facilitating student discussions anddealingwith complex course design.Theysuggestedthat instructorsshouldfindasuitablewayofhowtoincorpo- rateMOOCsintotheir teachingscenariosmoreeffectivelyandefficiently.Similarly, Dunn (2015) implemented a flipped learning approachwithCoursera as shown in Fig.9.2anddiscussedthat theroleof theinstructorchangedtoacoordinator,collab- orator, time-manager, andmentor, andflipped learningcanpromotegroupactivities andpeer learning. Basedonthe literaturediscussedabovein thissection,weidentifiedthecommon benefits of integratingMOOCs in flipped learning. First of all, productive in-class timeisachievedbymakingstudentsmoreactivelyengaged indiscussions,projects, andexercisepractices.Studentshavemoreopportunities to interactwith theirpeers and/or instructors.Secondly, theroleof instructorschangedfromaknowledge-giver to a knowledge facilitator. Thirdly,MOOCsplay an effective role in replacing and supplementing traditional lectures and promoting self-directed learning.However, it was also revealed thatMOOCs lectures and contents cannot completely replace in-class lectures because students reported misaligned and irrelevant videos and