MOOCs as a new technology: approaches to normalising the MOOC experience for our learners; paper posthumously transcribed by Marina Orsini-Jones

Abstract

M OOCs (Massive Open Online Courses) are currently in favour as a mechanism for 'delivering education' on a massive scale, including language education. However, when viewed as a new educational 'technology', they have arguably not yet reached the stage of normalisation (Bax, 2003) at which they might be most productive. This paper examines the current landscape with regard to language learning MOOCs, drawing on a number of successful Open University projects in Spanish and Italian. It looks critically at where MOOCs seem to be potentially most valuable, and also at aspects of the experience which seem to have impeded normalisation. The paper will conclude by looking at how language MOOCs might develop in the years ahead.

MOOC-based flipped learning in higher education: students’ participation, experience and learning performance

“…In this approach, students in an on-campus course are asked to participate in MOOCs developed by other institutions. MOOCs are a relatively new technology, and they have not been "normalized" in everyday practice (Bax, 2018). More and more MOOC researches are focusing on the use of MOOCs as part of a broader approach to education.…”

Out of the Comfort Zone

“…This seems to indicate that while the familiarity with online tools might have normalised the online experience during the COVID 19 pandemic, learning and teaching remotely is still proving to be challenging for some of the participants involved in BMELTEVEP. So, while the pandemic has somewhat 'normalised' (Bax, 2018) technology use, deep-seated diffidence towards the online environment and the use of ICT (Information and Communication Technology) in English language teaching is still prevalent amongst students in teacher education, as ascertained in the related pre-pandemic cycles of BMELTEVEP. The novelty of the virtual exchange approach (all participants were new to it) may have exacerbated the disruption (both physical and emotional, as illustrated by some of the quotes above) caused by the pandemic for some of them.…”

“…The students participating in BMELTEVEP and in its previous related actionresearch cycles (e.g. Orsini-Jones et al, 2017, 2018, 2020a are studying courses on English language teacher education and are engaging with the conceptualisation at both epistemological and ontological level of 'becoming' English language teachers in the 21st century. Three threshold concepts were identified over the course of five years of threshold concepts-informed investigations into troublesome knowledge in English language teacher education in the prepandemic period (2016-2020): (1) autonomy in language learning and teaching; and (2) reflective practice and (3) online communication (Orsini-Jones et al, 2017, 2020a.…”

Pre-Service EFL Teachers’ Perceptions of Online Instructional Tools

“…According to Bax (2018), MOOCs can still be considered as a new technology and it will take time for teachers to get accustomed to them. Utilizing MOOCs in language teaching requires a change in the way teachers normally carry out their classroom practices, and this definitely necessitates time and training.…”