Publicación: Analysing student participation in Foreign Language MOOCs: a case study
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Fecha
2014
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info:eu-repo/semantics/openAccess
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P.A.U. Education
Resumen
This article discusses the theoretical aspects and practical applications of foreign language massive open online courses
(henceforth, LMOOCs). Firstly, LMOOCs are presented as a fairly recent didactic modality that has emerged with an enormous potential for rich, flexible, and attractive collaborative learning and social interaction, in a world where huge economic unbalance gives rise to people with very different access opportunities to both formal language training and the diverse communicative scenarios that enhance the development of language competences. Secondly, the article also analyses the opposing views of LMOOCs presented by skeptical experts. While the practicality of this educational model is generally accepted as providing ‘useful experiences’ with more or less epistemological value, there is still some fundamental doubt that this educational model will actually be useful in helping students gain a command of a foreign language. Thirdly and finally, some of the conventional course quality factors are questioned, namely student participation, dropout and satisfaction. This will be illustrated with data from a sample course undertaken by Bárcena and Martín-Monje: “Professional English”, the first LMOOC in Spain, with over 40,000 students.
Descripción
Categorías UNESCO
Palabras clave
language MOOCs, instructional design, peer-to-peer
Citación
Bárcena, E., Read, T., Martín-Monje, E., & Castrillo, M. D. (2014). Analysing student participation in Foreign Language MOOCs: a case study. En EMOOCs 2014: European MOOCs Stakeholders Summit (pp. 11–17). PAU Education.
Centro
Facultad de Filología
Departamento
Filologías Extranjeras y sus Lingüísticas