This paper reports on an exploratory research project on the evaluation of the engagement with a Massive Open Online Course (MOOC) carried out by six members of staff and two ‘expert students’ involved in the MA in English Language Teaching (ELT) in the Department of English and Languages at Coventry University (CU), United Kingdom, between November and December 2014. Its main aim was to investigate how both expert and trainee English teachers and teacher trainers would find the experience of engaging with a FutureLearn MOOC on this subject created by the University of Southampton in collaboration with the British Council – Understanding Language: Learning and Teaching. The participants involved agreed to record their thoughts while they were taking part in the MOOC and then met once per week for four weeks at the end of each MOOC unit to carry out a collaborative staff/student reflective evaluation of their experience. The paper will discuss the way in which the participants engaged with this project, which became a blended learning community of professional development practice linked to the global community of practice on the MOOC, and present their perspectives on the pros and cons of integrating a MOOC as an Open Educational Resource (OER) into an existing curriculum.
|Title of host publication||Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy|
|Editors||Francesca Helm, Linda Bradley, Marta Guarda, Sylvie Thouësny|
|Publication status||Published - 2 Dec 2015|
This article is published under the Attribution-NonCommercial-NoDerivatives International 4.0 (CC BY-NC-ND 4.0) licence.
- language learning/teaching
- exploratory research
- blended learning.