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

Marina Orsini-Jones; Shoug Altamimi; Barbara Conde

doi:10.1163/9789004419971_025

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

Marina Orsini-Jones, Shoug Altamimi, Barbara Conde

Ministry of Education Bahrain

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Autonomy has proven to be a troublesome concept for students enrolled on the MA in English Language Teaching at Coventry University (UK). In this study ‘expert students’ explore how a curricular MOOC blend can help to ‘scaffold’ this concept for their peers in collaboration with academic staff. This work presents a successful e-learning-supported ‘role-reversal’ model of student-driven threshold concept inquiry that could be applied to subjects other than language learning and teaching.

Original language	English
Title of host publication	Threshold Concepts on the Edge
Editors	Julie Timmermans, Ray Land
Publisher	Brill Academic Publishers
Chapter	25
Pages	353–368
Number of pages	16
ISBN (Electronic)	978-90-04-41997-1
ISBN (Print)	978-90-04-41996-4
DOIs	https://doi.org/10.1163/9789004419971_025
Publication status	Published - 17 Dec 2019

Keywords

autonomy
English Language Teaching
expert students
alien
troublesome
beliefs
MOOC
blended learning
metacognition

ASJC Scopus subject areas

General Arts and Humanities

Access to Document

10.1163/9789004419971_025

2 Chapter
1 Commissioned report
1 Conference proceeding
1 Article

B-MELTT: Blending MOOCs for English Language Teacher Training
Orsini-Jones, M., Conde Gafaro, B., WU, M., Borthwick, K. & Zou, B., Jan 2019, 18-02 ed. London: British Council. 48 p. (English Language Teaching Research Award (ELTRA) - Teaching English Research Paper; vol. J121, no. 2018-02)
Research output: Book/Report › Commissioned report › peer-review
BMELTT (Blending MOOCs for English Language Teacher Training). A ‘Distributed MOOC Flip’ to Explore Local and Global ELT Contexts and Beliefs
Orsini-Jones, M., Zou, B., Conde Gafaro, B. & Borthwick, K., 7 Jul 2017, XVIIIth International CALL Conference: CALL in Context 7-9 July 2017, UC Berkeley, USA. : Conference Proceedings. Colpaert, J., Aerts, A., Kern, R. & Kaiser, M. (eds.). 1 ed. University of Antwerp, Vol. 1. p. 608-625 17 p.
Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding › peer-review

Open Access
File
Chinese English teachers’ perspectives on “distributed flipped MOOC blends”: From BMELTT to BMELTE - findings and discussion
Orsini-Jones, M., Zou, B., HU, Y. & Li, W., 31 Dec 2017, In: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT). 7, 4, 14 p., 1.
Research output: Contribution to journal › Article › peer-review

Open Access
File
10 Citations (Scopus)

150 Downloads (Pure)

Cite this

Edging Towards the Threshold Concept of Autonomy in Language Learning and Teaching Through a MOOC Blend: Becoming Autonomous Learners and Teachers. / Orsini-Jones, Marina; Altamimi, Shoug; Conde , Barbara.
Threshold Concepts on the Edge. ed. / Julie Timmermans; Ray Land. Brill Academic Publishers, 2019. p. 353–368.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Fingerprint

Research output

B-MELTT: Blending MOOCs for English Language Teacher Training

BMELTT (Blending MOOCs for English Language Teacher Training). A ‘Distributed MOOC Flip’ to Explore Local and Global ELT Contexts and Beliefs

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

Cite this