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

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationThreshold Concepts on the Edge
EditorsRay Land, Julie Timmermans
PublisherSense Publishers
Chapter24
ISBN (Print)978-9004419964
Publication statusPublished - Nov 2019

Keywords

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

ASJC Scopus subject areas

  • Arts and Humanities(all)

Fingerprint Dive into the research topics of 'EDGING TOWARDS THE THRESHOLD CONCEPT OF AUTONOMY IN LANGUAGE LEARNING AND TEACHING THROUGH A MOOC BLEND: Becoming Autonomous Learners and Teachers'. Together they form a unique fingerprint.

Cite this