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Analysis of the impact of social feedback on written production and student engagement in language Moocs
Ventura, Patricia · Bárcena, Elena · Martín-Monje, Elena

PublishedAugust 2014
JournalProcedia - Social and Behavioral Sciences
Volume 141, Issue August 2014, Pages 512 - 517
Publisher4th World Conference on Learning Teaching and Educational Leadership (WCLTA-2013)

ABSTRACT
This paper explores the challenges of receiving feedback in a language MOOC and proposes a model for social feedback that aims to develop students’ foreign language written skills. The experience of the first edition of the first language MOOC in Spain, a course on Professional English undertaken by the authors, and the design of its second edition on the basis of such experience are presented. Particular attention is paid to certain aspects of the course such as the change of role of the teacher away from being an instructor, how to provide effective feedback with such a potentially unbalanced teacher-student ratio, and how to keep student motivation and involvement up.

Keywords language MOOCs · social feedback · student motivation and engagement · written production

ISSN18770428
RefereedYes
Rightsby-nc-nd/3.0
DOI10.1016/j.sbspro.2014.05.089
URLhttp://www.sciencedirect.com/science/article/pii/S1877042814035137
Other informationProcedia - Social and Behavioral Sciences
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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