The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
MOOCs in the language classroom: Using MOOCs as complementary materials to support self-regulated language learning
Barbara Conde Gafaro · Tomei, Lawrence [secondary] · Andujar, Alberto [secondary]

PublishedOctober 2019
PeriodicalVolume 91820152014, Chapter 9, Pages 194-211
PublisherRecent Tools for Computer- and Mobile-Assisted Foreign Language Learning, IGI Global
EditorA. Andujar

ABSTRACT
In this chapter, the author discusses the role of Massive Open Online Courses (MOOCs) in the field of foreign language education. It examines the relationship between MOOCs and self-regulated learning, and goes on to explore the repurposing of content-based MOOCs as complementary materials to foster students' self-regulated behaviour and practice of the target language inside and out the language classroom. A research project that has explored self-regulated language learning in a blended context with content-based MOOCs is also discussed here, with particular reference to the self-regulatory strategies employed by a group of language students at University level. A series of recommendations that supports the use of content-based MOOCs as part of face-to-face language courses are provided at the end of this chapter.

Keywords blended learning · Class Central · Connectivist pedagogy · flipped learning · LMOOCs · MOOC providers · OER · self-regulatory strategies

Published atHershey, PA
ISSN2326-8913
RefereedYes
RightsCopyright © 1988-2019, IGI Global - All Rights Reserved
DOI10.4018/978-1-7998-1097-1.ch009
URLhttps://www.igi-global.com/chapter/moocs-in-the-language-classroom/238666
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 243 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

Capacity building through massive open online courses (MOOCs) for teacher education programmes in India
Hooda, Madhuri; Bhardwaj, Karuna
This study was carried out to find the effectiveness of MOOC's programme in blended mode for teacher education courses. The data was collected from students of MaharshiDayanand University, Rohtak studying Masters in ...
Match: blended learning

Accessibility of MOOCs: Understanding the provider perspective
Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey; Coughlan, Tim
Massive Online Open Courses (MOOCs) have become an accepted way to make learning opportunities available at large scale and with low cost to the learner. However, only if these are made accessible will they be able to ...
Match: MOOC providers

Using linked data to blended educational materials with OER - A general context of synergy: Linked data for describe, discovery and retrieve OER and human beings knowledge to provide context
Piedra, Nelson; Chicaiza, Janneth; Atenas, Javiera; Lopez-Vargas, Jorge; et al.
The OER movement has challenged the traditional value chain by employing new methods to deliver high-quality educational content. Open Educational Resources (OER) provide a strategic opportunity to improve the quality ...
Match: blended learning; OER

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: blended learning

Starting MOOCs in African university: The experience of Cadi Ayyad University, process, review, recommendations, and prospects
Jouicha, Abdellah Idrissi; Berrada, Khalid; Bendaoud, Rachid; Machwate, Said; et al.
The increasing number of enlistees claiming their right to enroll in the programs of African Universities and the limited number of Higher Education Institutions (HEIs) were the prime reasons of students overcrowding in ...
Match: blended learning

Breaking the walls of a campus summer course for high school students with two MOOCs
Albó, Laia; Hernández-Leo, Davinia
This paper presents a case study of integrating two external MOOCs in a face-to-face (f2f) summer course for high school students. The aim of the study is to explore the design challenges emerged from this blended ...
Match: blended learning

Using MOOCs at learning centers in Northern Sweden
Norberg, Anders; Händel, Åsa; Ödling, Per; McGreal, Rory; Conrad, Dianne
This paper describes the use of globally accessible Massive Open Online Courses, MOOCs, for addressing the needs of lifelong learners at community learning centers in Northern Sweden, by the forming “glonacal” or ...
Match: blended learning

The best part was the contact!: Understanding postgraduate students’ experiences of wrapped MOOCs
Jaffer, Tasneem; Govender, Shanali; Brown, Cheryl
Mandated to provide support to postgraduate students, the Office of Postgraduate Studies at the University of Cape Town operates in a context characterised by limited funding and resourcing, varied student preparedness ...
Match: blended learning

#GoOpen: So you've embraced OER? Now what?
Wilhelm, Randy
Commentary: Open education resources​ make massive amounts of free digital materials available for educators, but more must be done to realize their full potential.
Match: blended learning

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: LMOOCs