中文摘要：

随着慕课和翻转课堂的流行，很多研究开始关注师生在慕课以及翻转课堂中的体验。为深入了解高校学生的慕课体验，寻求课堂教学改革的新方法，浙江大学教育学院在本科生课程“网络与远程教育”中，运用将慕课融入的翻转课堂教学模式教学，并采用质性研究方法，利用质性分析软件NVivo 8对收集到的231条在线学习日志进行编码，围绕学习者、教师、课程、技术、环境五个维度进行内容分析。研究发现，在慕课融入的翻转课堂学习中，学习者情感体验丰富，知识技能以及元认知能力得到提升，思想观念发生转变；在与他人互动方面，相比在线交流，学习者偏好面对面的交流讨论；教师对学习者的指导与鼓励非常重要；多元评价方式能让学习者体验到学习过程比最后得分更为重要。尽管慕课融入的翻转课堂因其形式的灵活性、自主性、多元化等特征深受学习者喜爱，但也存在访问限制、视频形式单一、语言障碍等问题。在具体实施慕课融入的创新课堂教学模式时，应注意提供完善的技术支持与保障，设计多元化的学习活动和过程性评价内容，创设良好的强调互动的学习环境，实现教师与学生的角色转变。

英文摘要：

MOOCs and flipped classroom practice have become hot topics in educational research area and more and more researchers have carried out studies related to the experience of faculty members and students with MOOCs and flipped classroom. To better understand college students＇ experience about MOOCs and to experiment new methods of classroom teaching in universities, this study attempted to apply MOOC-based flipped classroom practice to an undergraduate course named Internet and Distance Education and carried out in the College of Education at Zhejiang University. Qualitative research method was utilized in the study. The collected 231 online learning diaries were analyzed by NVivo 8 from five dimensions： learners, teachers, curriculum, technology and environment. Diary analysis found that students have not only experienced rich emotional changes during the MOOC-based flipped classroom practice, but also have they improved knowledge, perspectives, skills and their metacognitive abilities; in terms of interaction preference, students preferred to choose face-to-face discussion instead of online asynchronous interaction; the instructor＇s guidance and encouragement were very important for students＇ positive and successful online learning experience; multiple evaluation formats allowed students to understand that the learning process was more important than the final scores. Although students like such features as flexibility, autonomy and diversity in the MOOC-based flipped classroom practice, some problems were also mentioned in students＇ diaries, like the annoying network firewall, the boring course videos, the language barriers and so on. Based on above findings, the requirements for such innovational classroom practice were summarized：better technical support and guarantee, the role transformation of instructors and learners, diversified activities and evaluation design and creation of interactive learning environment.