Seite - 141 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

148 H.ChaandH.-J.So Pre-class activities In-class activities After-class activities Reading Quick recap of crucial concepts Review of group worksheet and comparing their understanding MOOCs: watching videos, answering quizzes Group worksheet and assessment Questionnaires Interaction with peers Pre-class group work Q&A with the instructor Fig.9.2 Flipped learningapproachwithCoursera (Dunn,2015) assignments inMOOCs (e.g., Bruff et al., 2013;Ghadiri et al., 2013). In addition, studentswere not highly satisfiedwithMOOCsdue tomore efforts and time they should devote. In particular, Holotescu et al. (2014) emphasized that instructors are requiredwith newcourse-redesign skills and pedagogical tasks as a facilitator. Therefore, it is crucial to consider howMOOCcomponents can be integrated into traditional learning contexts more effectively and efficiently and how instructors can play a facilitator role during the in-class time tomake flipped learningmore successful. 9.3.3 IntegrationApproachIII: IntegratingMOOCs inNon-formalandInformalLearning ThefinalintegrationapproachistoadoptMOOCsfornon-formalorinformallearning in higher education contexts. This approach reflects the original goal ofOERand MOOCs,which is to benefit learnerswhowould like to studywith free, open, and flexible participation at their preferred pace and location. In addition, sincemany popularMOOCsare associatedwithworld-class higher education (Alraimi, Zo,& Ciganek,2014),suchdisruptivepotentials,whichmeannotonlytocreateinnovative opportunitiesbutalsotohavepotentialthreats(Kaltencher,Huesig,Hess,&Dowling, 2013), canexpandopportunities fornon-formaland informal learning OECD (2010) defines that informal learning is not structured or organized, whereas non-formal learning is associatedwith planned learning activities, but is notexplicitlydesigned in termsof learningpurposes, learningschedule,or learning supports.EuropeanCommunities (2001) suggest that thedifferencesbetweennon- formal and informal learning lie in the structuredness in learning experiences and intention from learners’ perspectives. Informal learning ismore experienced-based learning,whereasnon-formallearningismoreintentionalandstructured.Acommon aspectofnon-formalandinformal learningis that learningdoesnotnecessarily lead