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Massive Open Online Courses (MOOCs) are gaining significant interest and support in the education sector, particularly in higher education. Universities are investing into the production and dissemination of these courses to attract students and professionals. In this study, the experiences of students in completing MOOCs are described. Eighty-two undergraduate students enrolled in a college course were asked to select and enroll in a MOOC at the beginning of the term. The students were given a maximum of three months to complete a MOOC of their choice. Most of the students were able to select an online course that lasted for eight weeks. Following a sequential explanatory mixed methods design, the researchers conducted a survey among 82 undergraduate students about their completion or non-completion of their chosen MOOCs. From the findings, representative samples were taken and interviewed to better understand what the students experienced while they are engaging into the online course. Contrary to reported figures, the students had high completion rate (70%), but most of them completed the course a week before the end of the 3-month period. Qualitative analyses of the interview transcripts revealed that the lack of connectivity, time, and interactivity, as well as conflict with their face-to-face class activities hindered them from completing the online course. Despite these, the participants recognized the potentials of MOOCs in providing access to valid and reliable information about a diverse array of disciplines. Prospects for higher education are discussed.

Integrating MOOCs into a Technology-Enhanced Course for Undergraduate Students