The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups

Abstract

In this article the authors present a new concept, activeness, as a dynamic psychological and cognitive state of effective engaged language learning. It is defined in terms of investment, integration and performance, and empowers vulnerable students to exercise control of their learning and progress based on their needs and desired outcomes. It is argued that activeness has a double didactic and linguistic dimension, implemented as a design feature in course materials and activities, and more importantly, promoted in forum communication. Therefore, participating in a strategically designed and scaffolded inclusive LMOOC can serve the triple purpose of enabling more effective target language learning, empowering vulnerable learners, and developing student potential to become engaged members of the language learning community. This engagement is arguably an important step towards doing the same in the real world. A study is presented of the second edition of an LMOOC on Spanish for immediate needs for vulnerable groups to explore the ways in which activeness was incorporated into the course and the effects it had. This research was conducted following a mixed-method approach which involved the platform's analytics, forum messages, pre-and post-questionnaires, and course observation. Evidence is provided of the progressive presence of activeness across different linguistic levels and the effect it had on students' satisfaction, course completion, and linguistic interaction. The results from this LMOOC provide evidence that it is possible to create a supportive online environment that meets the learning needs of vulnerable groups.

JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC

“…The last paper of this cluster (Read & Barcena 2021) considers the potential of LMOOCs to support social inclusion particularly in relation to displaced people such as migrants and Jordan and Goshtasbpour…”

Does checking-in help? Understanding L2 learners’ autonomous check-in behavior in an English-language MOOC through learning analytics

“…However, research to date has focused on what might be called a "canon" of LMOOC learning behaviors that includes watching videos, reading class slides, taking quizzes, and participating in discussions in forums (e.g. Duru et al, 2019;Martín-Monje et al, 2018;Read & Bárcena, 2021), but broadly ignores learning check-ins. Learning check-ins denotes a relatively new type of learning behavior in which an LMOOC learner posts/shares part or all of their own learning record or information about their learning-related experience (Chen, Sun, Wu & Song, 2019).…”

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

“…In particular, such criticism focuses on low completion rates, lack of social interaction and low learner autonomy (e.g. Friðriksdóttir, 2019; Hsu, 2021a; Jitpaisarnwattana, Reinders & Darasawang, 2021; Read & Bárcena, 2021). Nevertheless, a recent study by Shah (2020) found that, in the wake of the pandemic, language learning had become one of the 10 most-followed MOOC subjects.…”

“…Although some post-2017 studies have concluded that LMOOCs are effective (e.g. Meri-Yilan, 2020; Read & Bárcena, 2021; Shalatska, 2018; Wang, An & Wright, 2018; Xue & Dunham, 2021; Zancanaro & Domingues, 2018), others continue to report low completion rates (e.g. Friðriksdóttir, 2019; Hsu, 2021a; Zeng, Zhang, Gao, Xu & Zhang, 2020), lack of intimate and human-like social interaction (Colibaba, Dinu, Gheorghiu & Colibaba, 2018; Hsu, 2021a; Jitpaisarnwattana et al ., 2021; Uchidiuno, Ogan, Yarzebinski & Hammer, 2018), and low levels of learner autonomy (Agonács, Matos, Bartalesi-Graf & O’Steen, 2019).…”