The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Integrating a MOOC into the MA curriculum: An ‘expert’ student’s reflections on blended learning
Phi, Minh Tuan

PublishedJune 2018
Book titleFlipping the blend through MOOCs, MALL and OIL – new directions in CALL
Chapter 4, Pages 25-31
PublisherResearch-publishing.net
EditorsOrsini-Jones, Marina and Smith, Simon
CountryUnited Kingdom, Europe

ABSTRACT
Autonomy is a highly debated concept in the field of language learning and teaching. It is argued here that the integration of Massive Open Online Courses (MOOCs) in tertiary education can help language teachers and learners to address this troublesome concept. This paper reports on the learning journey of a Master of Arts (MA) in English Language Teaching and Applied Linguistics (MAELTAL) student at Coventry University (CU). It discusses autonomy and blended learning in language learning and teaching in the context of engaging with the FutureLearn MOOC Understanding Language: Learning and Teaching integrated into the MAELTAL curriculum. This report explores how a blended MOOC approach impacted on the MAELTAL student’s beliefs and his identity as an autonomous teacher of English.

Keywords blended learning · learner autonomy · MOOC · reflection · teacher autonomy

RefereedYes
RightsThis article is published under the Attribution (CC BY) licence. The CC BY licence lets others distribute, remix, tweak, and build upon authors’ work, even commercially, as long as they credit authors for the original creation.Attribution 4.0 International (CC BY 4.0)
DOI10.14705/rpnet.2018.23.787
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
787.pdf · 393.7KB46 downloads



Viewed by 94 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Integrating a MOOC into the postgraduate ELT curriculum: Reflecting on students' beliefs with a MOOC blend
Orsini-Jones, Marina; Gafaro, Barbara Conde; Altamimi, Shooq; Qian, Kan; Bax, Stephen
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 ...
Match: integrating; blended learning; mooc; united kingdom; europe

Integrating MOOCs in traditionally taught courses: Achieving learning outcomes with blended learning
Bralić, Antonia; Divjak, Blażenka
It has been several years since Massive Open Online Courses (MOOC) have entered the higher education environment and many forms have emerged from this new way of acquiring knowledge. Teachers have been incorporating ...
Match: integrating; blended learning; mooc; europe

A MOOC camp-based flipped classroom: Integrating MOOCs into university curriculum
Mabuan, Romualdo A.
Massive Open Online Courses (MOOCs) are dramatically breaking borders and barriers to teaching and learning as they democratize access to quality international education for teachers and students across the globe. MOOC ...
Match: integrating; blended learning; mooc

What are OERs and MOOCs and what have they got to do with prep?.
Power, Alison; Coulson, Kathryn
As technology advances and becomes more accessible, it offers midwives a greater variety of ways to meet prep (continuing professional development (CPD)) standards (Nursing and Midwifery Council, 2011) and, at the end ...
Match: reflection; united kingdom; europe

What our MOOC did next: Embedding, exploiting, and extending an existing MOOC to fit strategic purposes and priorities
Borthwick, Kate; Orsini-Jones, Marina; Smith, Simon
This chapter describes how one particular Massive Open Online Course (MOOC), created at the University of Southampton, has evolved beyond its core purpose as a promotional tool, to complement and serve purposes and ...
Match: blended learning; mooc; united kingdom; europe

Enhancing the student experience: integrating MOOCs into campus based modules
Fair, Nicholas; Harris, Lisa; León-Urrutia, Manuel
Massive Open Online Courses (MOOCs) are continuing to expand in Higher Education Institutions (HEIs). According to Class Central, over 1500 courses started in May 2017 alone. In some cases, these courses are becoming ...
Match: integrating; blended learning

Reflections on Stanford's MOOCs
Cooper, Steve; Sahami, Mehran
The recent wave of Massive Open Online Courses (MOOCs) has highlighted the potential for making educational offerings accessible at a global level. The attention MOOCs have received is well deserved, but it belies the ...
Match: reflections; mooc

Effectiveness of integrating MOOCs in traditional classrooms for undergraduate students
Israel, Maria Joseph; Conrad, Dianne; McGreal, Rory
The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, ...
Match: integrating; mooc

A tale of two modes: Initial reflections on an innovative MOOC
Sinclair, Jane; Boyatt, Russell; Foss, Jonathan; Rocks, Claire; et al.
Massive Open Online Courses (MOOCs) are offered by many universities, with hundreds thousands of people worldwide having registered for one or more of the many available courses. Despite the potential that has been ...
Match: reflections; mooc

Uncovering what enables and constrains 'open practices' in the Global South: Reflections from the ROER4D Project
Hodgkinson-Williams, Cheryl
Match: reflections; mooc