MOOC-Based Educational Program and Interaction in Distance Education: Long Life Mode of Teaching

Autor/inn/en	Mellati, Morteza; Khademi, Marzieh
Titel	MOOC-Based Educational Program and Interaction in Distance Education: Long Life Mode of Teaching
Quelle	In: Interactive Learning Environments, 28 (2020) 8, S.1022-1035 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mellati, Morteza) ORCID (Khademi, Marzieh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1553188
Schlagwörter	Online Courses; Large Group Instruction; Distance Education; Educational Technology; Technology Uses in Education; Open Educational Resources; College Students; Student Attitudes; English (Second Language); Second Language Instruction; Foreign Countries; Interaction; Flipped Classroom; Integrated Learning Systems; Student Motivation; Teacher Motivation; Language Teachers; College Faculty; Iran + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Interaktion; Flipped classrooms; Flip teaching; Inverted teaching; Schulische Motivation; Language teacher; Sprachunterricht; Fakultät
Abstract	Modern educational technologies might be perceived as practical and sufficient equipment for presenting educational tasks that simulate authentic language use. Through a defined procedure, learning activities can be delivered in the course of technology-based apparatus to change, manipulate, and control learners' educational environments. Today's teachers' challenge has transformed from the best teaching method to the best teaching apparatus. One of the foremost kinds of these potentials is Massive Open Online Courses (MOOCs). It has received special attention in the recent years derived from Open Educational Resource (OER) movement. To investigate the effectiveness of such programs, this mixed methods and explanatory sequential design study evaluated a MOOC-based educational program in Baqer al-Olum University, Iran. Thirty-eight tertiary learners have participated in the study. Among them 20 learners participated in the MOOC-based educational program and 18 learners participated in a conventional English language class. Pretest/posttest and interview were employed to reach comprehensive data. The findings indicated that MOOC-based educational programs provide remarkable opportunities for language learners. Along with such opportunities, these new technology-based educational apparatuses provide challenges for stakeholders, policy makers, teachers, and learners that might constraint learners' development in the course of their actions. Discussions and implementations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01