Autonomy has proven to be troublesome knowledge for students enrolled on the MA in English Language Teaching at Coventry University (UK). In this study, based on previous action-research cycles, ‘expert students’ explore how a curricular MOOC blend can help to ‘scaffold’ this troublesome knowledge for their peers. In so doing, they enable staff to approach such ‘alien’ concepts through the looking glass of their students’ perspective, in a role-reversal model of action-research-informed threshold concepts pedagogy.
|Title of host publication||Threshold Concepts on the Edge|
|Editors||Ray Land, Julie Timmermans|
|Publication status||Published - Nov 2019|
- autonomy, English Language Teaching, expert students, alien, troublesome, beliefs, MOOC, blended learning, metacognition
ASJC Scopus subject areas
- Arts and Humanities(all)
Orsini-Jones, M., Altamimi, S., & Conde , B. (2019). EDGING TOWARDS THE THRESHOLD CONCEPT OF AUTONOMY IN LANGUAGE LEARNING AND TEACHING THROUGH A MOOC BLEND: Becoming Autonomous Learners and Teachers. In R. Land, & J. Timmermans (Eds.), Threshold Concepts on the Edge Sense Publishers.