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 proceedingChapter

36 Downloads (Pure)

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 languageEnglish
Title of host publicationCritical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy
EditorsFrancesca Helm, Linda Bradley, Marta Guarda, Sylvie Thouësny
PublisherResearch-publishing.net
Pages450-457
ISBN (Print)978-1-908416-29-2
DOIs
Publication statusPublished - 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.

Fingerprint Dive into the research topics of 'Learning about language learning on a MOOC: how Massive, Open, Online and “Course”?'. Together they form a unique fingerprint.

  • Research Output

    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., Nov 2019, Threshold Concepts on the Edge. Land, R. & Timmermans, J. (eds.). Sense Publishers

    Research output: Chapter in Book/Report/Conference proceedingChapter

  • 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