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- W4313013319 abstract "It has been several years since Massive Open Online Courses (MOOCs) made their way into higher education, and several forms have arisen from this novel method of information acquisition. Teachers have been incorporating MOOCs into traditional classroom settings with varying degrees of success in order to accommodate students' diverse learning preferences, introduce this new method of learning to students, and make learning accessible to those who may struggle to follow traditional instructions. This study investigates a blended learning paradigm in which a MOOC is integrated into a typical classroom setting. Specifically, the purpose of this study is to understand students’ perceptions towards the strengths and weaknesses of MOOCs-based blended learning courses they have taken. Data were collected from email interviews with twenty students from various majors in a higher education institution in Vietnam. The results show that the high quality of MOOCs lectures and mentors, the good content of video lectures, and the possibility to develop necessary skills for students are the positive aspects as perceived by the interviewers. However, the problems including (1) low English competence to understand the video lectures, (2) the inconvenience of the plagiarism checker tool, (3) the lack of interaction and communication, and (4) the rejection of MOOCs-based blended learning are seen. Some recommendations were offered accordingly." @default.
- W4313013319 created "2023-01-05" @default.
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- W4313013319 date "2022-07-13" @default.
- W4313013319 modified "2023-10-18" @default.
- W4313013319 title "Student Perceptions towards Positive and Negative Aspects of MOOC-based Blended Learning" @default.
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- W4313013319 doi "https://doi.org/10.1145/3551708.3551724" @default.
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