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Flipping the blend through MOOCs, MALL and OIL – new directions in CALL
Orsini-Jones, Marina and Smith, Simon

Published19 June 2018
PeriodicalPages 1-97
CountryUnited Kingdom, Europe

This book presents a snapshot of innovative blended learning practices that either stem from the affordances of web 2.0 technologies or illustrate the re-purposing of ‘older’ ones, like the creation of tailor-made virtual learning environments, to set up telecollaborative projects. It is based on the papers presented at the B-MELTT: Flipping the Blend through MALL, MOOCs, and (Blended) OIL – New Directions in CALL symposium held at Coventry University in June 2017. It is hoped that the work presented here can provide some ideas on pedagogically sound ways of blending technology into higher education curriculums to enhance both the digital literacy and the intercultural awareness of all stakeholders involved.


ISBN978-2-490057-16-0, 978-2-490057-15-3
Rights© 2018 Marina Orsini-Jones, Simon SmithAttribution-NonCommercial-NoDerivatives 4.0 InternationalThis work is published under the Attribution-NonCommercial-NoDerivatives ( CC BY-NC-ND) licence. Under this licence, the contents are freely available online for anybody to read, download, copy, and redistribute provided that the editorial team and publisher are properly cited. Commercial use and derivative works are, however, not permitted. Individual articles may have a different licence.
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Integrating a MOOC into the MA curriculum: An ‘expert’ student’s reflections on blended learning
Phi, Minh Tuan; Orsini-Jones, Marina; Smith, Simon
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 ...
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MOOCs as a new technology: approaches to normalising the MOOC experience for our learners
Bax, Stephen; Orsini-Jones, Marina; Smith, Simon
MOOCs (Massive Open Online Courses) are currently in favour as a mechanism for ‘delivering education’ on a massive scale, including language education. However, when viewed as a new educational ‘technology’, ...
Match: Orsini-Jones, Marina; Smith, Simon; CALL; 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 ...
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Understanding learner autonomy through MOOC-supported blended learning environments: An investigation into Chinese MA ELT students’ beliefs
Jiao, Yan; Orsini-Jones, Marina; Smith, Simon
This short paper attempts to investigate how the FutureLearn2 Massive Open Online Course (MOOC) blend, integrated into the module Theories, Methods, and Approaches of Language Learning and Teaching on the Master of Arts ...
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Integrating a MOOC into the postgraduate ELT curriculum: Reflecting on students' beliefs with a MOOC blend
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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 ...
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