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Integrating a MOOC into the postgraduate ELT curriculum: Reflecting on students' beliefs with a MOOC blend

TitleIntegrating a MOOC into the postgraduate ELT curriculum: Reflecting on students' beliefs with a MOOC blend
Publication TypeBook Chapter
Year of Publication2017
AuthorsOrsini-Jones, M., Gafaro B. C., & Altamimi S.
EditorsQian, K., & Bax S.
PublisherBeyond the language classroom: Researching MOOCs and other innovations
Chapter7
Pagination71-83
Date Published06/2017
Secondary PublisherResearch-publishing.net
Keywordsblended learning, ELT, learners' beliefs, MOOC, research project
Abstract

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 Teaching was integrated into the curriculum of the Master of Arts (MA) in English Language Teaching (ELT) at Coventry University (UK). The MOOC was designed by the University of Southampton in collaboration with the British Council and many of its topics appeared to coincide with those on the MA in ELT module ‘Theories and Methods of Language Learning and Teaching’. The initial blend trialled for the project included all students covering the same topics in various ways, e.g. in face-to-face workshops at Coventry University, on the MOOC with thousands of participants, and on the institutional virtual learning environment – Moodle – with peers on the module. This enhanced blend afforded unique opportunities for reflection on the problematic areas of knowledge encountered by students on the MA in ELT, such as learner autonomy. The work reported here was carried out by one of the authors (Altamimi), an ‘expert student’ who replicated the research design of the first cycles of the study carried out by Orsini Jones in 2014 and 2015, and focused on learners’ beliefs, rather than on learner autonomy.

URLhttps://doi.org/10.14705/rpnet.2017.mooc2016.672
DOI10.14705/rpnet.2017.mooc2016.672
Rights

© 2017 Marina Orsini-Jones, Barbara Conde Gafaro, Shooq Altamimi.

Attribution 2.0 Generic (CC BY 2.0)

Refereed DesignationRefereed
AttachmentSize
672.pdf406.54 KB
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