The Effect of Multilingual Facilitation on Active Participation in MOOCs

Autor/inn/en	Colas, Jean-François; Sloep, Peter B.; Garreta-Domingo, Muriel
Titel	The Effect of Multilingual Facilitation on Active Participation in MOOCs
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 4, S.280-314 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Large Group Instruction; Online Courses; Barriers; Language Usage; Language of Instruction; Facilitators (Individuals); Student Participation; Peer Teaching; Comparative Analysis; Predictor Variables; Intention; Group Dynamics; Hypothesis Testing; Technology Uses in Education; Teaching Methods; Foreign Countries; English; French; Greek; Spanish; Slavic Languages; Romance Languages; Bulgaria; France; Greece; Slovenia; Spain + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Sprachgebrauch; Teaching language; Unterrichtssprache; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Peer group teaching; Peer Group Teaching; Prädiktor; Gruppendynamik; Hypothesenprüfung; Hypothesentest; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; English language; Englisch; Französisch; Grieche; Griechisch; Spanisch; Slawische Sprache; Romanische Sprache; Bulgarien; Frankreich; Griechenland; Slowenien; Spanien
Abstract	A new approach for overcoming the language and culture barriers to participation in Massive Open Online Courses (MOOCs) is reported. It is hypothesised that the juxtaposition of English as the "language of instruction," used for interacting with course materials, and one's preferred language as the "language of participation," used for interaction with peers and facilitators, is preferable to "English only" for participation in a MOOC. The Hands-On ICT (HANDSON) MOOC included seven teams of facilitators, each catering for a different language community. Facilitators were responsible for promoting active participation and peer tutoring. Comparing language groups revealed a series of predictors of intention to learn, some of which became apparent in the first days of the MOOC already. The comparison also uncovered four critical factors that influence participation: facilitation, language of participation, group size, and a pre-existing sense of community. Especially crucial was reaching a sufficient number of active participants during the first week. We conclude that multilingual facilitation activates participation in MOOCs in various ways, and that synergy between the four aforementioned factors is critical for the formation of the learning network that supports a social dynamic of active participation. Our approach suggests future targets for the development of the multilingual and community potential of MOOCs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01