A study of experiences with a MOOC based on Open Educational Resources in French language education

One of the main problems that subject matter experts in the field of open and distance learning face when designing a course is to develop and deliver quality learning resources. Open Educational Resources (OER) are proposed as a solution to this problem. Designers, teachers and learners have different experiences in courses designed using OER. In recent years, it has been observed that Massive Open Online Courses (MOOCs) have been widely used in language education. The use of OER is also becoming widespread in the design of OERs. However, there is not a sufficient number of studies in the literature investigating the experiences of teachers and learners in the design of an OER-based MOOC in language education. The aim of this qualitative study is to explore the experiences of teachers and learners in the design of an OER-based MOOC for French language education. The teacher's experiences were conducted as a narrative study with a hetagogical approach and the learners' experiences were conducted as a hermeneutic phenomenology study. In the narrative study, the data was collected through a journal kept by the teacher, while in the phenomenology part, the data was collected through in-depth interviews with the learners. As a result of the analysis, it was found that the most important difficulty faced by the teacher in using OERs was finding qualified OERs. On the other hand, it was observed that OERs provided significant convenience for the instructor in designing different learning activities. The use of OERs increased learners' satisfaction and had an impact on their permanent learning.