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Integrating a MOOC into the MA curriculum: An ‘expert’ student’s reflections on blended learning

TitleIntegrating a MOOC into the MA curriculum: An ‘expert’ student’s reflections on blended learning
Publication TypeBook Chapter
Year of Publication2018
AuthorsPhi, M. T.
EditorsOrsini-Jones, M., & Smith S.
PublisherFlipping the blend through MOOCs, MALL and OIL – new directions in CALL
Pagination25 - 31
Date Published06/2018
Secondary PublisherResearch-publishing.net
Keywordsblended learning, learner autonomy, MOOC, reflection, teacher autonomy

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.

URL https://doi.org/10.14705/rpnet.2018.23.787

This 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)

Refereed DesignationRefereed
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