Research output per year
Research output per year
Abstract
This chapter builds on the outcomes of a blended learning
action-research project in its third iteration (academic year
2015-16). The FutureLearn Massive Open Online Course (MOOC)
Understanding Language: Learning and Teaching was integrated
into the curriculum of the Master of Arts (MA) in English Language
Teaching (ELT) at Coventry University (UK). The MOOC was
designed by the University of Southampton in collaboration with
the British Council and many of its topics appeared to coincide with
those on the MA in ELT module ‘Theories and Methods of Language
Learning and Teaching’. The initial blend trialled for the project
included all students covering the same topics in various ways, e.g.
in face-to-face workshops at Coventry University, on the MOOC with
thousands of participants, and on the institutional virtual learning
environment – Moodle – with peers on the module. This enhanced
blend afforded unique opportunities for reflection on the problematic
areas of knowledge encountered by students on the MA in ELT, such
as learner autonomy. The work reported here was carried out by one
of the authors (Altamimi), an ‘expert student’ who replicated the
research design of the first cycles of the study carried out by Orsini-
Jones in 2014 and 2015, and focused on learners’ beliefs, rather than
on learner autonomy.
action-research project in its third iteration (academic year
2015-16). The FutureLearn Massive Open Online Course (MOOC)
Understanding Language: Learning and Teaching was integrated
into the curriculum of the Master of Arts (MA) in English Language
Teaching (ELT) at Coventry University (UK). The MOOC was
designed by the University of Southampton in collaboration with
the British Council and many of its topics appeared to coincide with
those on the MA in ELT module ‘Theories and Methods of Language
Learning and Teaching’. The initial blend trialled for the project
included all students covering the same topics in various ways, e.g.
in face-to-face workshops at Coventry University, on the MOOC with
thousands of participants, and on the institutional virtual learning
environment – Moodle – with peers on the module. This enhanced
blend afforded unique opportunities for reflection on the problematic
areas of knowledge encountered by students on the MA in ELT, such
as learner autonomy. The work reported here was carried out by one
of the authors (Altamimi), an ‘expert student’ who replicated the
research design of the first cycles of the study carried out by Orsini-
Jones in 2014 and 2015, and focused on learners’ beliefs, rather than
on learner autonomy.
| Original language | English |
|---|---|
| Title of host publication | Beyond the language classroom |
| Subtitle of host publication | Researching MOOCs and other innovations |
| Editors | Qian Kan, Stephen Bax |
| Place of Publication | Dublin |
| Publisher | Research-publishing.net |
| Pages | 71-83 |
| Number of pages | 13 |
| Volume | 1 |
| Edition | 1 |
| DOIs | |
| Publication status | Published - 28 Jun 2017 |
Fingerprint
Dive into the research topics of 'Integrating a MOOC into the Postgraduate ELT Curriculum: Reflecting on Students’ Beliefs with a MOOC Blend'. Together they form a unique fingerprint.Research output
- 1 Chapter
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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
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
Profiles
-
Marina Orsini-Jones
- Centre for Global Learning - Professor in Global Higher Education Practice (Applied Linguistics)
Person: Teaching and Research