Competitiveness and Innovation Framework Programme (CIP) Project no.: 621127 A redefinition of the teacher and student roles in Language MOOCs: The example of “How to succeed in the English-B1 Level exam” Elena Martín-Monje & María Dolores Castrillo de Larreta-Azelain Universidad Nacional de Educación a Distancia (UNED) Madrid, Spain [email protected] & [email protected]
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A redefinition of the teacher and student roles in Language MOOCs
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Competitiveness and Innovation Framework Programme (CIP) Project no.: 621127
A redefinition of the teacher and student roles in Language MOOCs: The example of “How to
succeed in the English-B1 Level exam”
Elena Martín-Monje & María Dolores Castrillo de Larreta-Azelain
Universidad Nacional de Educación a Distancia (UNED) Madrid, Spain
Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning
Research questions & data analysis
RESEARCH QUESTIONS 1. Are participants’ learning expectations realistic? 2. How important is the teacher support in the MOOC? 3. Can a MOOC such as this one encourage students to
take a standardized test? RESEARCH METHODOLOGY • Initial questionnaire (3070 responses)
Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning
Discussion & conclusions • Initial data analysis →qualitative • Castrillo’s (2014) framework followed for teacher roles • Anderson et al.’s (2014)engagement profiles taken into
account • Sub-groups created in an attempt to increase the
number of ‘all-rounders’ • Facebook group created with the aim of enhancing
sMOOC features • Gamification strategies in place (badges)
Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning
Discussion & conclusions ANSWERS TO RESEARCH QUESTIONS 1. Are participants’ learning expectations realistic? Participants’ learning expectations are not realistic:
– Around 50% below required entry level. – Over 50% plan to take English B1 Level exam
2. How important is the teacher support in the MOOC? Instructor presence does not seem to have an impact on student
engagement: – No significant participation in ‘pampered’ or ‘monitored’ group. – Facebook group does not seem to have been particularly effective. – Those that completed the course seem to be ‘solvers’ – Students generally satisfied with course – Students rate similarly student and teacher support
Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning
Discussion & conclusions • Next steps:
– Improvements for next iteration: • Questionnaire on learning styles • Collaborative tasks →true learning community • Structured activities to be provided in FB group • Sub-grouping to be reconsidered (Axmann & Atkins, 2016)
– Quantitative study (LA): • N. Badges achieved • Forum participation • P2P
– BUT LA alone does not fully account for student behaviour & learning needs
Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning
References • Anderson, A., Huttenlocher, D., Kleinberg, J. y Leskovec, J. (2014). Engaging with massive
online courses. In WWW’14 Proceedings of the 23rd international conference on World wide web (pp. 687-698). New York: ACM.
• Axmann, M. & Atkins, R. (2016). Online Community-Based Practices for Massive Open Online Courses (MOOCs) at Open Universities Autralia: A Case Study. In R.Mendoza-González (Ed.) User-Centered Design Strategies for Massive Open Online Courses (MOOCs), pp. 83-98. Hershey (PA), USA: IGI Global.
• Castrillo de Larreta-Azelain, MD (2014) Language Teaching in MOOCs: the Integral Role of the Instructor. In Martín-Monje, E. & Bárcena, E. (Eds.) Language MOOCs. Providing Learning, Transcending Boundaries, pp. 67-90. Berlin: De Gruyter Open. Retrieved from http://www.degruyter.com/view/product/455678
• HOME, OpenupEd & ECO Project (2015). Definition Massive Open Online Courses (MOOCs). Retrieved from http://www.openuped.eu/images/docs/Definition_Massive_Open_Online_Courses.pdf
• Morgado, L., Teixeira, A. & Jansen, D. (2015). D2.3 Instructional design and scenarios for MOOCs –version 2. ECO Project Deliverable.
• Sharples, M et al (2015) Mobile and Accessible Learning for MOOCs. Journal of Interactive Media in Education, 2015(1): 4, 1-8, DOI: http://dx.doi.org/10.5334/jime.ai