Who Is the English as a Second Language Speaker in this MOOC?

Doğan, Gülüstan; Sunar, Ayşe Saliha; Duru, İsmail; White, Su

doi:10.18178/ijiet.2018.8.3.1035

Cited by 4 publications

(6 citation statements)

References 14 publications

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“…Another fourth direction for the study of T5 is the localization and globalization of LMOOCs. Language learners can, of course, enroll directly in LMOOCs provided by countries where their target language is spoken (Doğan, Sunar, Duru & White, 2018). In practice, however, this does not always happen, and 41 of the 71 studies we reviewed focused on LMOOCs provided by local institutions, such as Chinese instructors teaching English.…”

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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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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“…A number of studies such as student-oriented (Dillahunt et al, 2014; Doğan et al, 2018; Kop, 2011), design-oriented (Jung et al, 2019), content and impact-oriented (Baturay, 2015; Hollands and Tirthali, 2014; Porter, 2015) were conducted about MOOCs. Only a small number of research explored MOOCs from the perspective of instructors.…”

Section: The Contributions Of Moocs To Instructorsmentioning

confidence: 99%

Investigation of instructors’ massive open online course experiences: Actions and outputs

Aydın

Karal

2023

E-Learning and Digital Media

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Instructors are the most important component for the development of a Massive Open Online Courses (MOOCs) because of many MOOCs have been developed by instructors and offered free of charge. In this study we examine the benefits of sharing and course design actions during the enforcement of a MOOC. In this study a qualitative research design, case study, was used. Interviews were made with 12 instructors who have offered MOOC on AtademiX in Turkey to understand their gains while developing and teaching MOOCs. The data obtained through semi-structured interviews were subjected to content analysis and the gains of instructos were revealed in an inductive manner. According to the results of the research, instructors have made professional development and achieved new academic outcomes such as tendency of material sharing, satisfaction, recognition, self-confidence, and effectiveness in face-to-face lessons. As a result, it can be said that MOOC contributes professionally and academically to instructors.

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“…To solve this problem, researchers suggest dividing students into groups and using different learning strategies. The following approaches are used to distinguish different groups: determining the users' location [23]; development of user interaction with educational content [18]; using patterns of regular expressions [22], etc. In addition, most of modern MOOC have a multilingual interface which allows students from different countries to learn English.…”

Section: B Key Features Of Using Mooc In Language Learningmentioning

confidence: 99%

“…The next group of research concerns the experience of using LMOOC by teachers, which is demonstrated in the works by Rubaai and Hashim [19], Len-Urritia and Cobos et al [20]. Also, this group includes the research by Meri-Yilan [21], Duru and Sunar et al [22], Dogan and Sunar et al [23], which demonstrates the experience of using LMOOC by students, taking online courses depending on their previous language training. The research by Zawacki-Richter and Bozkurt et al [24] is included into the fourth group, which deals with the analysis of the current state of research on MOOC in recent publications.…”

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confidence: 96%

The Quantitative Analysis of Massive Open Online Courses (MOOC) for Learning English

Sharova,

Filatova,

Kavun

et al. 2023

IJIET

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English is an international language for intercultural communication on the Internet, in the field of business and trade. MOOC are an effective means of the formation of English language skills in the conditions of distance learning and blended learning. The purpose of THE research is a quantitative analysis of the online courses for learning English, which are presented on the international (Udemy, Alison, FutureLearn, edX) and Ukrainian (Prometheus and EdEra) online platforms. During the research, we used quantitative research methods, which involved direct observation of the number of online courses on popular MOOC platforms as of January 2023. The similar criteria for comparing MOOC were the number of online courses, level of training, cost, and type of the course completion document. The analyzed online platforms contain 1675 courses on learning English. On the analyzed MOOC 1350 online courses (80.5%) are payable. Users can enroll on the courses of such levels as Beginner (699 courses, 41.7%), Intermediate (336 courses, 20.1%), Advanced (66 courses, 3.9%), and the courses without a specified level of training (574 courses, 34.3%). It was found that online courses provide additional options like Subtitles, Quizzes, Practice Tests, and Video Transcript, which help to learn English better. In the future, it is planned to study the influence of some elements of online courses on the quality of students’ training and their educational motivation during blended learning.

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Who Is the English as a Second Language Speaker in this MOOC?

Cited by 4 publications

References 14 publications

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

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

Investigation of instructors’ massive open online course experiences: Actions and outputs

The Quantitative Analysis of Massive Open Online Courses (MOOC) for Learning English

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