Chinese English teachers’ perspectives on “distributed flipped MOOC blends”: From BMELTT to BMELTE - findings and discussion

Marina Orsini-Jones, B. Zou, Yuanyan HU, Wei Li

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Abstract

This paper reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an ‘upskilling’ teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language Teaching Research Award) project, the study involved: a. the administration of a pre-MOOC survey relating to teachers’ beliefs towards online learning in general and MOOCs in particular; b. ‘learning by dong’: taking part in a FutureLearn MOOC; c. reflecting on the experience both face-to-face in workshops, in online forums and in a post-MOOC survey. The outcomes of this work highlight that the understanding of what a MOOC is might differ between the UK and China. The paper concludes by presenting the perceived pros and cons of adopting a ‘flipped MOOC blend’ as previously discussed in related work.
Original languageEnglish
JournalInternational Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
Volume7
Issue number4
DOIs
Publication statusPublished - Dec 2017

Fingerprint

English language
Teaching
China
teaching research
teacher
Curricula
learning
university teacher
Education
curriculum
university
education
experience
English Teachers
Blends
English Language Teaching
Lecturers
Curriculum
British Council
Teacher Beliefs

Keywords

  • MOOC
  • Flipped MOOC blend
  • Autonomy
  • Beliefs
  • BMELTT (Blending MOOCs for English Language Teacher Education)
  • China
  • Action-Research
  • Reflective Practice
  • ELT

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)

Cite this

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title = "Chinese English teachers’ perspectives on “distributed flipped MOOC blends”: From BMELTT to BMELTE - findings and discussion",
abstract = "This paper reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an ‘upskilling’ teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language Teaching Research Award) project, the study involved: a. the administration of a pre-MOOC survey relating to teachers’ beliefs towards online learning in general and MOOCs in particular; b. ‘learning by dong’: taking part in a FutureLearn MOOC; c. reflecting on the experience both face-to-face in workshops, in online forums and in a post-MOOC survey. The outcomes of this work highlight that the understanding of what a MOOC is might differ between the UK and China. The paper concludes by presenting the perceived pros and cons of adopting a ‘flipped MOOC blend’ as previously discussed in related work.",
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