Learning about language learning on a MOOC: how Massive, Open, Online and “Course”?

Marina Orsini-Jones; Laura Pibworth-Dolinski; Mike Cribb; Billy Brick; Zoe Gazeley-Eke; Hannah Leinster; Elwyn Lloyd

doi:10.14705/rpnet.2015.000374

Learning about language learning on a MOOC: how Massive, Open, Online and “Course”?

Marina Orsini-Jones, Laura Pibworth-Dolinski, Mike Cribb, Billy Brick, Zoe Gazeley-Eke, Hannah Leinster, Elwyn Lloyd

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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Abstract

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.

Original language	English
Title of host publication	Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy
Editors	Francesca Helm, Linda Bradley, Marta Guarda, Sylvie Thouësny
Publisher	Research-publishing.net
Pages	450-457
ISBN (Print)	978-1-908416-29-2
DOIs	https://doi.org/10.14705/rpnet.2015.000374
Publication status	Published - 2 Dec 2015

Bibliographical note

This article is published under the Attribution-NonCommercial-NoDerivatives International 4.0 (CC BY-NC-ND 4.0) licence.

Keywords

MOOC
language learning/teaching
exploratory research
blended learning.

Access to Document

10.14705/rpnet.2015.000374

Learning COMBFinal published version, 767 KB

1 Chapter

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

Marina Orsini-Jones
- Centre for Global Learning - Professor
Person: Teaching and Research

Cite this

Orsini-Jones, M., Pibworth-Dolinski, L., Cribb, M., Brick, B., Gazeley-Eke, Z., Leinster, H., & Lloyd, E. (2015). Learning about language learning on a MOOC: how Massive, Open, Online and “Course”? In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 450-457). Research-publishing.net. https://doi.org/10.14705/rpnet.2015.000374

Learning about language learning on a MOOC: how Massive, Open, Online and “Course”? / Orsini-Jones, Marina; Pibworth-Dolinski, Laura; Cribb, Mike et al.
Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. ed. / Francesca Helm; Linda Bradley; Marta Guarda; Sylvie Thouësny. Research-publishing.net, 2015. p. 450-457.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Orsini-Jones, M, Pibworth-Dolinski, L, Cribb, M, Brick, B, Gazeley-Eke, Z, Leinster, H & Lloyd, E 2015, Learning about language learning on a MOOC: how Massive, Open, Online and “Course”? in F Helm, L Bradley, M Guarda & S Thouësny (eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. Research-publishing.net, pp. 450-457. https://doi.org/10.14705/rpnet.2015.000374

Orsini-Jones M, Pibworth-Dolinski L, Cribb M, Brick B, Gazeley-Eke Z, Leinster H et al. Learning about language learning on a MOOC: how Massive, Open, Online and “Course”? In Helm F, Bradley L, Guarda M, Thouësny S, editors, Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. Research-publishing.net. 2015. p. 450-457 doi: 10.14705/rpnet.2015.000374

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abstract = "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 {\textquoteleft}expert students{\textquoteright} 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. ",

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note = "This article is published under the Attribution-NonCommercial-NoDerivatives International 4.0 (CC BY-NC-ND 4.0) licence.",

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