@article{oai:nuis.repo.nii.ac.jp:00002999,
 author = {Sato, Yasuko and Sato, Yasuko},
 journal = {新潟国際情報大学 国際学部 紀要, NUIS Journal of International Studies},
 month = {Apr},
 note = {Massive Open Online Courses (MOOCs) is regraded as “educational democratic revolution,” (JMOOC, 2016) or “a new textbook in 21 century” (Kanenari, 2014), have borderless, free educational resources and materials for all learners- at all times, wherever they are, whatever they want, and whoever they are. MOOCs were started mainly in the United States in 2012 (JMOOC, 2016), and there are 101 million MOOC learners all over the world in 2018 (Shah, 2018). The implementation of MOOCs in English as a Foreign Language (EFL) class, however, was hardly known in Japan in 2014. The researcher have been utilizing the appropriate MOOCs to 1st-year students as a kind of self-directed learning in the required course at Niigata University of International and Information Studies (NUIS) since 2014. Although the potential value and effectiveness of MOOCs are clarified by the data findings and analysis of questionnaires done by NUIS students, further challenge should be done to utilize MOOCs in EFL class in Japan. In this paper, focus is put on the comparison of MOOCs called“ a life-long learning model for the next generation” among four Asian countries – China, Korea, Malaysia, and Japan.},
 pages = {123--130},
 title = {A Comparative Study of MOOCs among Higher Education Institutions in Asian Countries: The instructor’s perspectives},
 volume = {4},
 year = {2019},
 yomi = {サトウ, ヤスコ}
}