Learning about language learning on a MOOC: how Massive, Open, Online and “Course”?

Orsini-Jones, Marina; Pibworth-Dolinski, Laura; Cribb, Michael; Brick, Billy; Gazeley-Eke, Zoe; Leinster, Hannah; Lloyd, Elwyn

doi:10.14705/rpnet.2015.000374

Cited by 13 publications

(12 citation statements)

References 2 publications

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“…It relates to the integration of the FutureLearn MOOC Understanding Language: Learning and Teaching, by the University of Southampton and the British Council, into the curriculum of the MA in ELT. The first phase of the project (semester one 2014-15) investigated the engagement of six members of staff and two expert students 4 with the blended MOOC pilot (Orsini-Jones et al, 2015) which had been integrated into the module 'Theories and Methods of Language Learning and Teaching', while the second phase (semester two 2014-15) focused on the evaluation of the students' reflection on the experience of studying the MOOC in a blended learning mode (Orsini-Jones, 2015).…”

Section: Introductionmentioning

confidence: 99%

Integrating a MOOC into the postgraduate ELT curriculum: reflecting on students’ beliefs with a MOOC blend

Orsini-Jones¹,

Gafaro²,

Al-Tamimi³

2017

Beyond the Language Classroom: Researching MOOCs and Other Innovations

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T his chapter builds on the outcomes of a blended learning action-research project in its third iteration (academic year 2015-16). The FutureLearn Massive Open Online Course (MOOC) Understanding Language: Learning and Teaching was integrated into the curriculum of the Master of Arts (MA) in English Language Teaching (ELT) at Coventry University (UK). The MOOC was designed by the University of Southampton in collaboration with the British Council and many of its topics appeared to coincide with those on the MA in ELT module 'Theories and Methods of Language Learning and Teaching'. The initial blend trialled for the project included all students covering the same topics in various ways, e.g. in face-to-face workshops at Coventry University, on the MOOC with thousands of participants, and on the institutional virtual learning environment-Moodle-with peers on the module. This enhanced blend afforded unique opportunities for reflection on the problematic areas of knowledge encountered by students on the MA in ELT, such as learner autonomy. The work reported here was carried out by one of the authors (Altamimi), an 'expert student' who replicated the

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Section: Introductionmentioning

confidence: 99%

Integrating a MOOC into the postgraduate ELT curriculum: reflecting on students’ beliefs with a MOOC blend

Orsini-Jones¹,

Gafaro²,

Al-Tamimi³

2017

Beyond the Language Classroom: Researching MOOCs and Other Innovations

Self Cite

View full text Add to dashboard Cite

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“…Motivation is shown to have affected and been affected by learners' participation throughout the course (De Barba et al, 2016). Moreover, it is reported that some learners may not regard a MOOC as a course, since it does not provide teacher scaffolding every time the students need (Orsini-Jones et al, 2015). The fact that there may not be enough interaction between students and content is also shared as a possible reason for the dropouts (Yildirim, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Self-Directed Learning and Mooc Integration Into Higher Education Efl Classrooms

SEN ERSOY,

DOGAN

2023

Turkish Online Journal of Distance Education

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This research includes the first cycle of an application based on the integration of a MOOC given in the field of “writing” into the formal education curriculum to reinforce classroom teaching and support the learning process to improve English writing skills. It was carried out in the spring semester of the 2021-2022 academic year with 14 students studying in an English preparatory program at a Turkish state university. In this study, qualitative research method was adopted and the action research design was applied. The implementation was carried out within the scope of the Reading/Writing course in the program in question. As data collection tools, a semi-structured interview form, Self-directed Learning Scale, and students’ course completion scores in their chosen MOOCs were utilized. In addition, the articles written by the students at the end of the term within the scope of classroom evaluation were also used to support the research data. The first data obtained in this direction show that the majority of the participants could not go beyond the course selection and registration stage. Although the students mostly did not have problems in accessing technology and showed self-directed learner characteristics, they did not follow or complete these courses due to lack of motivation, technological problems, heavy course loads and health problems.

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“…Many researchers argue that students cannot have a meaningful discussion online because thousands of participants and only a few tutors are engaging MOOC at the same time. They propose the following ways to solve this communication issue: numbers of participants need to be limited; use collective knowledge of well-qualified professionals to support other learners (Morris, 2014; Orsini-Jones, Pibworth-Dolinski, Cribb, Brick, & Gazeley-Eke, 2015 [17]).…”

Section: The Theoretical Backgroundmentioning

confidence: 99%

The Efficiency of Moocs Implementation in Teaching English for Professional Purposes

Shalatska

2018

ITLT

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The article considers the way of integrating Massive Open Online Courses (MOOCs) into the educational process and determining their role in students’ motivation to learn a foreign language for professional purposes. The goal of the research is studying the efficiency of implementation of MOOCs as part of students’ independent work while learning a foreign language for professional purposes at the university. Considering the increasing need for education around the world, the role of MOOCs will become more important than ever before. Consequently, engaging students whose major is Information Technology in learning the integrating course could enhance their skill and knowledge of programming. The integration of MOOCs in the process of learning English for professional purposes will help to personalize learning environments and prepare future professionals. Research shows that the successful implementation of MOOCs can bring new opportunities to learners, such as increasing English proficiency level, developing critical thinking, decision-making, problem-solving and time management. We consider the scientific problem connected with the efficiency of using Internet resources and MOOCs, ways of using interactive online technologies in the traditional educational process, potential and identified new opportunities offered by e-learning. Our observations are also related to the problem of integrating MOOCs into the curriculum; adapting them to the thematic modules and different subjects. Research shows that successful integration of MOOCs in the process of learning a foreign language for professional purposes depends on a number of factors. Each stage of our research has been carefully considered in the article. This study shows the efficiency of MOOCs as additional resources in studying English for professional purposes and describes the use of information and communication technology of distance learning in the traditional educational process. In this article, we describe how this idea is being realized and can be adopted by universities willing to use benefits of MOOCs in teaching English for professional purposes.

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Learning about language learning on a MOOC: how Massive, Open, Online and “Course”?

Cited by 13 publications

References 2 publications

Integrating a MOOC into the postgraduate ELT curriculum: reflecting on students’ beliefs with a MOOC blend

Integrating a MOOC into the postgraduate ELT curriculum: reflecting on students’ beliefs with a MOOC blend

Self-Directed Learning and Mooc Integration Into Higher Education Efl Classrooms

The Efficiency of Moocs Implementation in Teaching English for Professional Purposes

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