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Analysing student participation in Foreign Language MOOCs: a case study

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dc.contributor.authorBárcena Madera, María Elena
dc.contributor.authorRead, Timothy Martin
dc.contributor.authorMartín Monje, Elena María
dc.contributor.authorCastrillo de Larreta-Azelain, María Dolores
dc.coverage.spatialLausanne
dc.coverage.temporal2014-02-10
dc.date.accessioned2025-03-05T17:13:39Z
dc.date.available2025-03-05T17:13:39Z
dc.date.issued2014
dc.description.abstractThis 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.en
dc.description.versionversión publicada
dc.identifier.citationBárcena, 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.
dc.identifier.isbn978-84-8294-689-4
dc.identifier.urihttps://hdl.handle.net/20.500.14468/26073
dc.language.isoen
dc.publisherP.A.U. Education
dc.relation.centerFacultad de Filología
dc.relation.congressEuropean MOOCs Stakeholder Summit – EMOOCs 2014
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject57 Lingüística
dc.subject.keywordslanguage MOOCsen
dc.subject.keywordsinstructional designen
dc.subject.keywordspeer-to-peeren
dc.titleAnalysing student participation in Foreign Language MOOCs: a case studyen
dc.typeactas de congresoes
dc.typeconference proceedingsen
dspace.entity.typePublication
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relation.isAuthorOfPublicatione7e9d382-15f4-463f-bc04-19fe717f9560
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relation.isAuthorOfPublication.latestForDiscovery572d85d8-8a76-42a9-97db-2e6dbaaa6d25
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