Integrating MOOCs into traditional UK higher education: lessons learnt from MOOC-blend practitioners

Abstract

Tertiary teaching is going through transformations as a result of web affordances, open access, and online learning platforms, such as Massive Open Online Courses (MOOCs). Some academics are taking advantage of MOOCs by integrating them into their teaching practice. This study investigates why some UK lecturers are blending MOOCs into their Face-to-Face (F2F) lecture-based teaching, how they are using them, and what they have learnt from the experience. Semi-structured interviews were conducted with six lecturers who had the experience of integrating MOOCs into their teaching. Data analysis shows that academics have a wide range of reasons for adopting this practice, with the most common reason being giving students a platform to engage in global communities and international conversations. Results generated both an understanding of why some academics are using MOOCs in their teaching practice, and a list of practical advice for MOOC-based blending novices.