Instructors' Perspectives in Design and L-MOOCs: A Qualitative Look

Autor/inn/en	Diordieva, Cristina; Bonk, Curtis J.
Titel	Instructors' Perspectives in Design and L-MOOCs: A Qualitative Look
Quelle	In: Contemporary Educational Technology, 15 (2023) 3, S.425 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Diordieva, Cristina) ORCID (Bonk, Curtis J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Attitudes; Instructional Design; Second Language Learning; MOOCs; Foreign Countries; Program Implementation; Student Centered Learning; Ireland; Italy; Norway; Spain; United Kingdom; United States + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Zweitsprachenerwerb; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Irland; Italien; Norwegen; Spanien; Großbritannien; USA
Abstract	This qualitative phenomenological study investigates international instructors' perspectives and experiences in designing a successful language-based massive open online course (L-MOOC). Detailed information was gathered during Summer 2018 about the instructor's challenges and strategies through semi-structured interviews with seven participants in six different countries: Ireland, Italy, Norway, Spain, the United Kingdom, and the United States. The findings indicated that curating and facilitating a learning environment with a design team helps create an efficient L-MOOC delivery. Additionally, having multiple moderators per course and using forums helps with monitoring learners' progress. Moreover, according to these seven L-MOOC instructors, having a course platform with rigid structures prevents using multiple activities and assessment tools for language learning. Interviewees argued that it is important to implement a learner-centered approach in L-MOOC, where learners can interact with each other and construct their knowledge. Future research studies may include exploring L-MOOC to address the best instructional practices and contribute to expanding research in language education in massive open online course environment. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01