Syllabus Design for Teacher Education MOOCs (Massive Open Online Courses): A Mixed Methods Approach

2019 ◽  
pp. 156-168
Author(s):  
Liyan Huang ◽  
Ming Xu ◽  
Zhixian Chen ◽  
Feifei Liu
Keyword(s):  
Teacher Education ◽  
Mixed Methods ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Mixed Methods Approach ◽  
Syllabus Design

Clicking, but connecting? L2 learning engagement on an ab initio Irish language LMOOC

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 111-127
Author(s):  
Conchúr Mac Lochlainn ◽  
Mairéad Nic Giolla Mhichíl ◽  
Elaine Beirne
Keyword(s):  
Ab Initio ◽  
Online Courses ◽  
Language Teachers ◽  
Massive Open Online Courses ◽  
Learning Needs ◽  
Massive Open Online ◽  
Irish Language ◽  
Mixed Methods Approach ◽  
Diverse Learning ◽  
L2 Production

AbstractLanguage massive open online courses (LMOOCs) represent an exciting prospect for language teachers and instructors around the globe (Bárcena & Martín-Monje, 2014). In this paper, we report on the dynamics of participation and learner behaviour in an ab initio Irish language course. The course, Irish 101, ran during March 2019, and we used a mixed-methods approach to analyse both typical patterns of behaviour among course participants and learner reflections upon their reasons for doing so. Findings suggest that most learners use the course resources in an assessing and exploratory manner and are far less likely to produce, or to examine, second language (L2) output, either written or spoken. Learners were found to be selective and to demonstrate significant metacognitive awareness (Wenden, 1998) in their interactions and learning methods, displaying agency and exploiting affordances beyond the design of the course itself. Implications for LMOOC design, including the need to question whether courses should emphasise L2 production or resource provision, are considered, in addition to a general need for more granular, dynamic research, so as to better understand the types of learners who engage in LMOOCs and to better cater to diverse learning needs.

scholarly journals Teacher candidates’ satisfaction with massive open online courses in Turkey

2020 ◽  
Vol 15 (3) ◽  
pp. 479-491
Author(s):  
Rabia Vezne
Keyword(s):  
Teacher Education ◽  
Adult Education ◽  
Teacher Candidates ◽  
Personal Development ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Study Results

Adult education, especially teacher education, is one of the most important issues in Turkey in order to increase the quality of education and to keep up with the countries which aim to become one of the most competitive and knowledge-based economy in the world. Therefore, most of the universities started to improve their distance learning provisions by using massive open online courses (MOOCs). The purpose of this study is to understand teacher candidates’ opinions on MOOCs and their satisfaction with MOOCs. A mixed method including qualitative and quantitative approaches was used in this study. Results show that the MOOCs have a positive effect on teacher candidates’ personal development and learning life; therefore, they are satisfied with the MOOCs. Only the satisfaction level in learner–instructor interaction is lower in asynchronous courses. As adult learners, they wanted to be more active in MOOCs. These findings improve the understanding of MOOC’s learning satisfaction and contribute to design and develop better MOOCs according to learners’ needs and demands.   Keywords: adult education, teacher education, distance education;

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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