Designing speaking interaction in LMOOCs: An eTandem approach

Appel, Christine; Pujolă, Joan-Tomás

doi:10.1017/s0958344021000045

Cited by 18 publications

(10 citation statements)

References 27 publications

(26 reference statements)

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“…In the dimension of teaching presence, the authors identified various exemplary teaching practices in relation to design and organization, facilitation, and direct instruction of the course, confirming the importance of the design and implementation issues to LMOOC teaching success (Appel & Pujolà, 2021). As an extension to Luo and Ye s' (2021) finding that the most decisive quality factor across all types of LMOOCs is the effectiveness of teaching content, this study listed some ready-to-use teaching practices for LMOOC educators.…”

Section: Identified Exemplary Practices In Lmoocs and Implications Fo...mentioning

confidence: 74%

An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs

Zhang

Chieh

2022

International Journal of Computer-Assisted Language Learning and Teaching

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As a response to a call to investigate the fundamental aspects regarding educational theory, research, designing and teaching of language massive open online courses (MOOCs), this study first developed a Community of Inquiry (CoI) observation protocol, to observe the existing teaching, social, and cognitive presences in language MOOCs, and tested its reliability using g-theory analysis. The results showed that the developed observation protocol is reliable, as evidenced by the large proportion of variance attributed to variation across courses rather than across raters. A follow-up d-study suggested that five and 11 raters were enough to reach moderate and substantial reliability coefficients, respectively. The study also identified exemplary practices that reflected high-level CoI presences in language MOOCs. The result not only highlighted the need to conduct observational studies to disentangle the dynamic interchanges that occur in language MOOCs, but also provided practical guidelines to language educators interested in designing and teaching their own MOOCs.

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Section: Identified Exemplary Practices In Lmoocs and Implications Fo...mentioning

confidence: 74%

An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs

Zhang

Chieh

2022

International Journal of Computer-Assisted Language Learning and Teaching

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“…Instructors should consider course type as an important factor for their course design, teaching pedagogy, and classroom management. It is not beneficial to discuss suitability diachronically without considering different course types [ 31 ]. Chen et al [ 32 ] found that learner complaints are moderated by MOOCs grades and learners’ main complaints about high-graded MOOCs include problem-solving and practices whereas learners of low-graded courses are frequently annoyed by grading and course quality problems.…”

Section: Discussionmentioning

confidence: 99%

Mining and visualizing large-scale course reviews of LMOOCs learners through structural topic model

Yang

2023

PLoS ONE

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Understanding Language Massive Online Open Courses (LMOOCs) learners’ subjective evaluation is essential for language teachers to improve their instructional design, examine the teaching and learning effects, and promote course quality. The present research uses word frequency and co-occurrence analysis, comparative keyword analysis, and structural topic modeling to analyze 69,232 reviews from one Massive Online Open Courses (MOOCs) platform in China. Learners hold a strongly positive overall perception of LMOOCs. Four negative topics appear more commonly in negative reviews as compared to positive ones. Additionally, variations in negative reviews across course types are examined, indicating that learners’ main concerns about high-level LMOOCs include teaching/learning problems, learner expectation, and learner attitude, whereas learners of low-level courses are more critical in the topic of scholarship ability. Our study contributes to the LMOOCs study by providing a better understanding of learners’ perceptions using rigorous statistical techniques.

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“…As Levy (2013) commented, a design-based approach could “provide one pathway forward to CALL, particularly because of its engagement, from the outset, with the concerns of the practitioner and their interaction with systems” (p. 38). It is through an iterative process of interchange between practitioners and researchers that the instructional designs of LMOOCs are best refined (Appel & Pujolà, 2021). In addition, grounded-theory research that engages in “granular analysis of activities” (Mac Lochlainn et al ., 2021: 113), and uses the results to generate concepts and theories particular to LMOOC learning, is strongly needed (Hsu, 2021a).…”

Section: Future Directions For Lmooc Researchmentioning

confidence: 99%

LMOOC research 2014 to 2021: What have we done and where are we going next?

Zhang

Sun²

2023

ReCALL

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This study reviews 71 high-quality studies of massive open online courses focused on languages (LMOOCs) that were published from the inception of LMOOCs to 2021. The purpose of this study is to gain a deeper understanding of the current state of research and identify fruitful directions for future LMOOC research. First, we reviewed three basic sets of characteristics of these studies: (1) research trends – for example, publication types and years; (2) research contexts – for example, countries in which the studies were conducted, the subjects’ target languages, language-ability levels, skills, and whether the focal courses are for specific purposes; and (3) research design, including data collection, data analysis, and theoretical frameworks. We then utilized a text-mining approach called Latent Dirichlet Allocation that uses machine-learning techniques to identify research-topic commonalities underlying the collected studies. In this way, a total of nine topics were identified. They were: (1) core elements of LMOOCs; (2) interaction and communication in LMOOCs; (3) innovative LMOOC teaching practices; (4) LMOOC standards and quality assurance; (5) LMOOC implementation, participation, and completion; (6) LMOOC teaching plans; (7) LMOOC learning effectiveness and its drivers/obstacles; (8) learners and learning in LMOOCs; and (9) inclusiveness in LMOOCs. These were then diagrammed as a ThemeRiver, which showed the evolutionary trend of the nine identified topics. Specifically, scholarly interest in Topics 5, 7, and 9 increased over time, whereas for Topics 1 and 6, it decreased. Based on our results, we highlighted specific directions for future LMOOC research on each of the identified research topics.

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Designing speaking interaction in LMOOCs: An eTandem approach

Cited by 18 publications

References 27 publications

An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs

An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs

Mining and visualizing large-scale course reviews of LMOOCs learners through structural topic model

LMOOC research 2014 to 2021: What have we done and where are we going next?

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