Research on students' experience in MOOC-based flipped classroom

The purpose of this study was to explore the students' experience in MOOC-based flipped classroom practice in an undergraduate course named "Internet and Distance Education" in Zhejiang University. The course was designed as a Web-based and blended course, which mainly included two parts. In the first part of the course (first five weeks), students were invited to take a Coursera course named "Emerging Trends & Technologies in the Virtual K-12 Classroom." In the latter part of the course (last five weeks), students were invited to learn Sakai-based course chapter contents and to do an OER-related assignment. 16 undergraduate students majored in education attended the course and wrote their learning diaries on the Sakai platform. 231 diaries were collected at the end of the class. Nvivo 8 was used for the qualitative analysis. The results indicated that students have not only experienced rich emotional changes during the MOOC-based flipped classroom practice, but also have they enriched in knowledge, perspectives, and skills and improved their metacognitive abilities. Finally the authors provided some suggestions for implementing MOOC-based flipped classroom practice.