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

doi:10.4018/IJCALLT.2017100101

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

Research output: Contribution to journal › Article › peer-review

10 Citations (Scopus)

153 Downloads (Pure)

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 language	English
Article number	1
Number of pages	14
Journal	International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
Volume	7
Issue number	4
DOIs	https://doi.org/10.4018/IJCALLT.2017100101
Publication status	Published - 31 Dec 2017

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)

Access to Document

10.4018/IJCALLT.2017100101

PublishedFinal published version, 1.61 MB

10 Citations
1 Chapter

Edging Towards the Threshold Concept of Autonomy in Language Learning and Teaching Through a MOOC Blend: Becoming Autonomous Learners and Teachers
Orsini-Jones, M., Altamimi, S. & Conde , B., 17 Dec 2019, Threshold Concepts on the Edge. Timmermans, J. & Land, R. (eds.). Brill Academic Publishers, p. 353–368 16 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Marina Orsini-Jones
- Centre for Global Learning - Professor in Global Higher Education Practice (Applied Linguistics)
Person: Teaching and Research

Cite this

Chinese English teachers’ perspectives on “distributed flipped MOOC blends”: From BMELTT to BMELTE - findings and discussion. / Orsini-Jones, Marina; Zou, B.; HU, Yuanyan et al.
In: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Vol. 7, No. 4, 1, 31.12.2017.

Research output: Contribution to journal › Article › peer-review

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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 {\textquoteleft}upskilling{\textquoteright} 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{\textquoteright} beliefs towards online learning in general and MOOCs in particular; b. {\textquoteleft}learning by dong{\textquoteright}: 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 {\textquoteleft}flipped MOOC blend{\textquoteright} as previously discussed in related work.",

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

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Fingerprint

Research output

Edging Towards the Threshold Concept of Autonomy in Language Learning and Teaching Through a MOOC Blend: Becoming Autonomous Learners and Teachers

Profiles

Marina Orsini-Jones

Cite this