scholarly journals MOOC (MASSIVE OPEN ONLINE COURSES) AS AN ADVANCED TECHNIQUE TO STUDY ENGLISH LANGUAGE

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Inas Kamal Yaseen ◽  
Çağlar Demir
Keyword(s):  
Positive Attitude ◽  
English Language ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
College Teachers ◽  
Weighted Mean ◽  
Massive Open Online ◽  
Advanced Technique ◽  
High Attitude ◽  
Academic Year

This study tries to shed lights on the most updated technique that has been used nowadays to study variety of disciplines and English in particular. MOOC (Massive Open Online Courses) is a trendy term come to exist in the very recent dates, where learners can use technology and internet to learn from vital online recorded or live platforms assured by granted well organized resources or foundations that provide knowledge for free or not. This research tries to investigate the awareness of Iraqi English teachers to MOOCs by making a questionnaire to English language college teachers from different disciplines and universities in Baghdad during the academic year 2018-2019. The sample of this study includes 35 English language college teachers. According to the findings of this study, the researcher considered the weighted mean 50% and 68% as an item that gain low positive attitude from teachers. Consequently, three items were gaining high attitude from teachers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0779/a.php" alt="Hit counter" /></p>

scholarly journals Review of ‘Exploring English: Language and Culture’

2015 ◽  
pp. 138-141
Author(s):  
Judith Buendgens-Kosten
Keyword(s):  
Language Learning ◽  
English Language ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Language And Culture ◽  
Large Numbers

The popularity of MOOCs – massive open online courses, i.e. online courses that can be used by large numbers of learners without formal entrance requirements – has skyrocketed in recent years, with a broad range of courses made available by major MOOC platforms such as Coursera, Udacity or EdX, but also by smaller providers. At the same time, very few MOOCs cover language learning. This review will discuss one MOOC – ‘Exploring English: language and culture’ – that attempted to close this gap, and will describe the specific challenges that language learning poses for MOOCs.

scholarly journals Massive Open Online Courses : En Route to Communication Skills Acquisition

2019 ◽  
Author(s):  
Melor Md Yunus ◽  
Haida Umiera Hashim ◽  
Harwati Hashim
Keyword(s):  
University Students ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Skill Acquisition ◽  
English Language ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Skills Acquisition ◽  
Massive Open Online ◽  
Good Communication

Technology has its own forte and has been making its waves through the educations’ heart among educators and especially young learners. In conjunction to the waves of technology and the era of globalization, there is also a demand for excellent communication skills among today’s younger generations especially university students. University students are expected to be well equipped with proficient English language and outstanding communication skills which is what they are currently lacking at. Therefore, a specific Massive Open Online Courses (MOOCs) for English for Communication is designed and developed to provide learners with the ladder towards good communication skills. This study is a design and develop research of study which consists of twenty-two undergraduate students in a public university and the whole duration of this study is fourteen weeks altogether. The particular well developed MOOCs then later implemented to the learners and learners evaluation on the course are taken into consideration. This study intended to accommodate students with Massive Open Online Courses (MOOCs) and to investigate the learners’ perceptions on the use of MOOCs in helping them to develop good communication skills. This study also evaluated the developed MOOCs’ usability and the students’ interaction level during learning along with the impacts of particular developed MOOCs towards their development of communication skills. The findings gathered have proven that this particular developed MOOCs of English for Communication has helped learners to further improve on their communication skill acquisition that would help them to be a better critical thinker and an autonomous learner.

scholarly journals To the issue on the capacity building for internationalization of higher technical education

2020 ◽  
Vol 99 (3) ◽  
pp. 12-17
Author(s):  
A Kalizhanova ◽  
◽  
T Maryshkina ◽  
T Shelestova ◽  
A Aupenova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Media Literacy ◽  
English Language ◽  
Online Courses ◽  
Language Skills ◽  
Massive Open Online Courses ◽  
Teacher Leader ◽  
Massive Open Online ◽  
Group A ◽  
Regular Teacher

The article describes the Project, aimed at supporting a diverse group of the participants in their learning with the help of such Massive Open Online Courses (MOOCs) as English for Media Literacy and English for STEM and organized by Teachers of English Association of Kazakhstan (KazTEA) and the Regional English Language Office of the U.S. Embassy in Nur-Sultan (RELO). Amongst the project participants were students and teachers from all over Kazakhstan, including Karaganda, Almaty, Atyrau, Kyzylorda, Shymkent, etc. Foreign language skills among the participants ranged from beginner to advanced levels. To help adapt to the Courser's platform, ensure the maximum involvement of the participants, their cooperation, and mastery of new competencies in each group, a facilitator teacher, whose role was in contrast to a regular teacher, was involved. This project was the first, in which the main tasks and the principle of the facilitator's work were gradually clarified and defined. The experience gained helped to describe in detail the functions of the facilitator, their difference from the generally accepted ideas about a teacher-leader. Thanks to the facilitators’ sessions, all participants successfully completed both courses and later used the platform to proceed with other courses in their professional areas and interests.

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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