Integrating a MOOC into the Postgraduate ELT Curriculum: Reflecting on Students’ Beliefs with a MOOC Blend

Marina Orsini-Jones, Barbara Conde Gafaro, Shooq Altamimi

Research output: Chapter in Book/Report/Conference proceedingChapter

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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.
Original languageEnglish
Title of host publicationBeyond the language classroom
Subtitle of host publicationResearching MOOCs and other innovations
EditorsQian Kan, Stephen Bax
Place of PublicationDublin
PublisherResearch-publishing.net
Pages71-83
Number of pages13
Volume1
Edition1
DOIs
Publication statusPublished - 28 Jun 2017

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