The use of MOOC as a means of creating a collaborative learning environment in a blended CLIL course

Abstract

The objective of this action research is to work out the possible ways of Massive Open Online Course (MOOC) integration in a blended Content and Language Integrated Learning (CLIL) course to create an authentic online collaborative community. The theoretical framework of the intervention is based on current MOOC theories, connectivism, and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model by Puentedura for implementing new technologies and open educational resources into teaching. Thirty bachelor students from Moscow State University, enrolled in a Methodology of English Language Teaching blended course, participated in the first cycle of the research. The analysis based on the quantitative data (questionnaire) demonstrated the learners' positive attitude to this intervention due to the following possibilities: getting familiar with the theories and terminology on English as a Foreign Language (EFL) teaching, sharing experiences on the MOOC forums with the learners from all over the world and developing writing skills, etc.

lectura digital en la modalidad blended-learning. Una perspectiva educativa.

“…Esta tesis ha sido ampliamente debatida en las últimas décadas, con especial interés en estudiantes de educación básica primaria y secundaria, y a pesar de la defensa que se ha hecho desde el ámbito educativo y científico se constata que para el desempeño en actividades académicas o de aprendizaje escolar se necesita desarrollar dominios en otras habilidades digitales (Fajardo et al, 2016). De este modo, investigaciones recientes revelan relaciones existentes entre las habilidades digitales y los niveles de desempeño en la lectura digital (Hamdan et al, 2017;Liontou, 2015;Prescott et al, 2018;Schechter et al, 2015;Titova, 2017;Yagci, 2015), y por ello la importancia de incursionar en la formación transversal de competencias de alfabetización digital.…”

Review of Research on Content and Language Integrated Learning Classes from the Perspective of the First Principles of Instruction

“…Titova [133] Through the integration of MOOCs and CLIL, it is proved that MOOCs can also be used in traditional face-to-face education.…”

Can I MOOC to Catch up? The Effects of Using an LMOOC as a Remedial Tool for EFL Students in Thailand

“…Zhang (2017) reported positive attitudes towards the integration of the LMOOC in this way, and a perception among students that having a LMOOC component embedded in the course helped them improve their reading and writing skills. LMOOCs were also used to complement a blended Content and Language Integrated Learning (CLIL) programme (Titova, 2017). Though the LMOOC was not technically a blended component of the course in this study, it served as a platform to afford students opportunities to communicate with other learners outside the course.…”

“…At a methodological level, there is a clear need for research into LMOOC implementation and to start looking at the actual effects of LMOOC on language learning (rather than proxies for this, such as engagement and enjoyment). This is because, despite showing positive results, most existing studies (Titova, 2017;Zhang, 2017) have only examined the effects of LMOOC implementation in terms of attitudes rather than actual success in learning the target language. While Wang and Wright (2018) did report a positive effect of an LMOOC on oral proficiency and Luo (2020) on learning behaviours, we argue that there remains considerable uncertainty about the substantive educative effects of implementing LMOOCs in the ways that we have described.…”

“…The few studies on the substantive educational effects of LMOOCs that do exist are mostly exploratory in nature. In these studies, several language learning constructs have been investigated including flipped learning (Zhang, 2017;Wang & Wright, 2018), blended learning (Titova, 2017;Luo, 2020), motivation (Beaven, Codreanu, & Creuze, 2014;Uchidiuno, Ogan, Yarzebinski, & Hammer, 2017), interaction (Martin-Monje, Martin-Monje, Castrillo, & Manana-Rodigrez, 2018;Rubio, 2015), personalisation (Perifanou, 2014(Perifanou, , 2015 and pronunciation (Rubio, 2014). Research on LMOOCs can be divided into two main categories: LMOOCs as an alternative to traditional, face-to-face courses, and LMOOCs integrated into a multimodal approach, combining on-and offline learning (Jitpaisarnwattana et al, 2019).…”