MOOCs as a new technology: approaches to normalising the MOOC experience for our learners
Published | June 2018 |
Book title | Flipping the blend through MOOCs, MALL and OIL – new directions in CALL Volume 26, Chapter 2, Pages 9-16 |
Type of work | Paper posthumously transcribed by Marina Orsini-Jones |
Publisher | Research-publishing.net |
Editors | Orsini-Jones, Marina and Smith, Simon |
Country | United Kingdom, Europe |
ABSTRACT
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’, they have arguably not yet reached the stage of normalisation (Bax, 2003) at which they might be most productive. This paper examines the current landscape with regard to language learning MOOCs, drawing on a number of successful Open University projects in Spanish and Italian. It looks critically at where MOOCs seem to be potentially most valuable, and also at aspects of the experience which seem to have impeded normalisation. The paper will conclude by looking at how language MOOCs might develop in the years ahead.Keywords | CALL · language learning · LMOOCs · MOOCs · normalisation · research · Spanish |
Refereed | Yes |
Rights | Attribution 4.0 International (CC BY 4.0)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. |
DOI | 10.14705/rpnet.2018.23.785 |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 144 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
Beyond the language classroom: Researching MOOCs and other innovations
Kan, Qian; Bax, Stephen
With the rise of the internet and new communication technologies, language learning has moved beyond the classroom walls. This volume presents a range of important studies on innovative ways for learning languages ...
Match: bax, stephen; language learning; moocs
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: bax, stephen; 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: experience; moocs
Awareness and usage of MOOCs: The underrepresented experience
Houston, Tyreek
MOOC's (Massive Open Online Courses) allow individuals to expand boundaries, enrolling massive numbers of students with potential quality learning materials and resources that may not otherwise exist in underserved ...
Match: experience; moocs
A new ecology for learning : An online ethnographic study of learners’ participation and experience in Connectivist MOOCs
Saadatmand, Mohsen; Kumpulainen, Kristiina; Ilsley, Paul
This dissertation focuses on Massive Open Online Courses (MOOCs) which have emerged and heralded as new online learning environments able to serve large numbers of students. Identifying two main types of MOOCs known as ...
Match: experience; moocs
Connectivism and dimensions of individual experience
Tschofen, Carmen; Mackness, Jenny; McGreal, Rory; Conrad, Dianne
Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open ...
Match: ; experience
An international collaboration in the design experience of a MOOC series
Sancassani, Susanna; Corti, Paola; Baudo, Valeria; Kloos, Carlos Delgado; et al.
Is it possible to accelerate didactical innovation processes by building new kinds of collaboration between different institutions in the Higher Education scenario? Using MOOCs as a lever to share experiences and ...
Match: experience; moocs; europe
A new ecology for learning: An online ethnographic study of learners’ participation and experience in connectivist MOOCs
Saadatmand, Mohsen; Kumpulainen, Kristiina; Ilsley, Paul
This dissertation focuses on Massive Open Online Courses (MOOCs) which have emerged and heralded as new online learning environments able to serve large numbers of students. Identifying two main types of MOOCs known as ...
Match: experience; moocs
MOOC-based flipped learning in higher education: students’ participation, experience and learning performance
Wang, Kai; Zhu, Chang
Relying on advanced network technologies, Massive Open Online Courses (MOOCs) can support the transformation and deep construction of high-quality open courses. However, with the use of MOOCs in many universities and ...
Match: experience; moocs; europe
MOOC quality evaluation system: Tomsk State University experience
Dyomin, Victor; Mozhaeva, Galina; Babanskaya, Olesya; Zakharova, Ulyana; et al.
E-learning development comes with an increased attention to its quality that is managed via the control over not only the learners' knowledge but over the learning process, its organization and applied tools. This paper ...
Match: experience; moocs; europe