Language MOOC

Last updated

Language MOOCs (Language Massive Open Online Courses, or LMOOCs) are web-based online courses freely accessible for a limited period of time, created for those interested in developing their skills in a foreign language. As Sokolik (2014) [1] states, enrolment is large, free and not restricted to students by age or geographic location. They have to follow the format of a course, i.e., include a syllabus and schedule and offer the guidance of one or several instructors. The MOOCs are not so new, since courses with such characteristics had been available online for quite a lot of time before Dave Cormier coined the term 'MOOC' in 2008. [2] Furthermore, MOOCs are generally regarded as the natural evolution of OERs (open educational resources), which are freely accessible materials used in Education for teaching, learning and assessment.

Contents

Although there seem to be very few examples of LMOOCs offered by MOOC providers, authors, such as Martín-Monje & Barcena (2014), [3] argue that these open online courses can be effectively designed to facilitate the development of communicative language competences in potentially massive and highly heterogeneous groups, whose main shared interest is to learn a foreign language. Scholarly research is equally incipient in the field, with only two monographs published to date on the topic. [3] [4] These volumes, considered milestones of the emerging field, are based upon work taken from the well-established discipline of CALL (computer-assisted language learning), which has long proven the suitability of TELL (technology-enhanced language learning). [5] [6] [7] [8] [9] [10]

History and emergence

The first LMOOCs started to appear in October 2012. Example courses include the three LMOOCs begun by the Spanish National Distance University (UNED). In relation to the English language, we have the LMOOC "Learn the first thousand words" (which had 45,102 students), and "Professional English" (with 33,588 students) and related to the German language, UNED offers the LMOOC "German for Spanish speakers" (with 22,438 students). [11] The British Open University also started their Open Translation MOOC around the same time (they do not use the term "LMOOC" since it did not exist at that time). The course, "SpanishMOOC", integrated social media tools such as Skype and Google Hangouts in order to enhance synchronous oral interaction. [12] [13]

Another early example was Todd Bryant's [14] joint launch of "English MOOC: Open Course for Spanish Speakers learning English" and "MOOC de Español: Curso abierto para hablantes de inglés que deseen mejorar su español" using his exchange website The Mixxer to connect language learners with native speakers for mutual exchanges. There have been some attempts to compile lists of LMOOC providers and available courses, [3] [15] [16] but it seems like an impossible task to keep abreast of the constant changes in the MOOC panorama. Furthermore, LMOOCs seem to have received recently attention from governmental institutions and there is one European project that specifically focuses on LMOOCs, namely the LangMOOC project Archived 2017-07-25 at the Wayback Machine , [17] as well as others, such as the ECO project, which include LMOOCs in their catalogue.

Architectonics

In order to be effective, Read (2015) [18] argues that LMOOCs require a set of tools and technologies that are appropriate for students to train the relevant receptive and productive language skills as they would in real world communicative situations. The possibilities for such technological mediation depend on the type of LMOOC proposed. There are several types of courses identified in the literature, but the two most common ones are cMOOCs and xMOOCs. [19] [20] [21] [22] [23] The former, inspired by the notions of open education (techniques and resources), do not run on a single platform (but are distributed across many), promote immersion and interaction. The latter usually represent a continuation of other types of e-Learning courses that institutions have undertaken and, therefore, have a similar course structure, following standard face-to-face educational models.

For LMOOCs based upon an xMOOC platform, the resources and tools available for students typically include: textual materials in the form of Web pages, structured PDF files or URLs to content outside the platform, audiovisual recordings (often developed and stored on social video sites such as YouTube or Vimeo), tasks and exercises such as closed multiple-choice tests that are the basic evaluation mechanism, open answers, for example, based upon free writing, which can be compared to model answers or evaluated using peer-to-peer correction and, lastly, forums that represent a key component for learners to interact and practice mediated communication in the target language, providing a valuable mechanism for students to help each other and answers their peers' questions. For LMOOCs based upon the cMOOC model, a range of online Web 2.0 tools can be used so as to enable students to undertake the remixing, repurpose and co-create content and interaction, promoting the community nature of collaborative and social learning. xMOOC activities are typically highly structured and may not, as such, provide students with the communicative opportunity required to use what has just been seen and/or heard in an open and flexible way, including fine-grained feedback of different and complementary types. However, conversely, the often unstructured and constantly changing nature of cMOOCs together with, as Brennan (2014) notes, the cognitive load related to the sheer volume of information, number of tweets, posts, etc., available; the varying degrees of difficulty of activities (with little if any guidance available); and the need to use different tools and platforms, etc., can offer learners additional difficulties. Current research (Sokolik, 2014) attempts to combine the benefits of both types of model. [1]

New student and instructor profiles and roles

Castrillo de Larreta-Azelain (2014), being one of the first published papers that focuses on the roles, competences and methodological strategies of teachers in LMOOCs, on the basis of empirical research, identifies their main roles from a theoretical and practical standpoint. [24] The proposed framework links to Salmon's theoretical tutoring model [25] (Salmon, 2003) and is based on Hampel & Stickler's skills pyramid, [26] (Hampel & Stickler, 2005) although focusing on Crompton's framework, [27] (Crompton, 2009) which includes the three major sets of online language teaching: technology, pedagogy and evaluation.

The author's proposed model for redefining the teacher's role in this area is designed according to the different stages present in a LMOOC. The main task of the teaching teams in LMOOCs is shifted almost completely to the design and elaboration of the course before it actually takes place. It is argued that the instructional design necessary for the course requires a systematic, sequential plan based on Mastery Learning that consists of four steps. Moreover, the application of heuristic strategies to help present and transmit the contents of the course is suggested.

In LMOOCs, teachers need to become curators, facilitators, leaders and administrators, solving problems, suggesting complementary material, moderating forums, motivating students, and overseeing the whole learning experience during the course. Finally, before, during, and after the LMOOC, instructors are also researchers, collectors, and analyzers of learners' data.

As for students, Anderson et al.(2014) [28] identify five different possible roles that MOOC participants can adopt:

"1. Viewers, who primarily watch lectures, handing in few – if any – assignments. 2. Solvers, who mainly hand in assignments for a grade, viewing few – if any – of the audiovisual materials. 3. All-rounders, those who balance the watching of the videos with the handing in of assignments. 4. Collectors, who mostly download lectures, handing in a few assignments. Unlike the viewers, they may or may not be actually watching the lectures. 5. Bystanders, those who registered for the course but may not even log in at all."

Accessibility

MOOCs are examples of the evolution of e-Learning environments towards a more revolutionary computer and mobile-based scenario along with social technologies that will lead to the emergence of new kinds of learning applications [29] [30] that enhance communication and collaboration processes. [31] These applications should take advantage of the unique conditions of mobility and the ubiquity of Internet access, exploring successful actions for education. However, the access to MOOC platforms still present barriers, there is also a lack of accessibility on the learning resources, the communicating tools, and even less personalized user interfaces. All these issues present definitively barriers that add extra difficulties, such as the need to develop specific digital or even social skills for students with functional diversity.

Students using assistive technologies may have problems while navigating in the MOOC environment, accessing the platform (registration process), and even using the learning content contained in the platform. A driving force has been precisely the beneficial application of multimedia and audiovisual content in the area of education to favor language learning, the majority of web applications and pages are based on collections of shared visual and audio-visual resources (such as Flickr or YouTube). MOOCs are also full of video-presentations, animations, automatic self-assessment (some of them multimedia-based) integrated into them. This introduction of audiovisual content into e-Learning platforms adds a new difficulty to the accessibility requirements since they include new elements that widen the digital divide and not only for people with disabilities. How MOOCs are designed, how their interfaces work, how communication is handled, how assessments take place (for instance, the way a student has to record his/her audio for a language speaking recording) and what form the learning content takes, all issues impact on the accessibility of these systems. The challenge for any language learning environment is one of accessibility in terms of the community with whom it wishes to engage, ensuring that processes such as enrolling in a course, navigating the system, accessing learning and assessment materials, and peer interacting are achievable through the use of assistive technologies. Moreover, in accessible language learning there are still some challenges to be faced, namely:

A MOOC interface design is often determined by the platform since some of the features – learning and testing tools – cannot be edited or customized by the academic assistants. Its materials and its mode of delivery might adhere to a set of accessibility standards. The majority of learning activities undertaken continues to take place using some hardware/software that was not designed for its specific use with educational applications and, hence, usability issues often arise. Moreover, there are technical problems or incompatibility, when it is not possible to have the required technology, or it is not possible to obtain materials in alternative formats. Moreover, MOOC environments typically contain a variety of components that do not always share a consistency of interface logic or interactive elements, ranging from posts in a forum, making up elements in tests or timed quizzes through playing embedded videos or downloading a variety of document formats. Video lectures are key elements in the MOOC model, and the hurdles of interacting with the platform or content should be minimized. However, alternative accessible formats, subtitles, and/or sign language interpreters for audiovisual materials, audio-description recordings are not easily available even though there exist great guidelines, such as Sánchez (2013). [32]

The pedagogical and visual design of the MOOCs, their information architecture, usability and visual and interaction design could be having a negative impact on student engagement, retention and completion rates as it has been previously analyzed in adult learning. [33] Whilst designing a service based on MOOCs to be used by people with functional diversity, it is important to consider the accessibility level of each of the parts of the system and also the role of the meta-information related to functional diversity, for instance, to define specific user profiles.

Although the usual accessibility barriers may remain, the model of large scale participation and social accessibility [34] could be used to support special needs users by providing peer assistance in terms of study skills, content adaption [35] and remote assistance. If enough interaction between users exists, students within the system can learn from their fellow students and make a contribution by helping their fellow students. In the end, resources can be media enriched, achieving a greater level of quality: transcriptions for mind mapping, audio recordings for podcasting, etc. All resources grouped together into learning resource collections that will benefit all of the stakeholders and the variety of the ubiquitous processes.

The flexibility of the language learning service offered by MOOCs to learn at any time, place and pace, enhancing continuous communication and interaction between all participants in knowledge and community building, especially benefits this disadvantaged group which can, therefore, improve their level of employability and social inclusion, where language learning plays such an important role.

Challenges

The MOOC model, while opening up education to a larger audience, also faces difficulties that will have to be overcome before they can replace other approaches to online teaching and learning. Some of these challenges are general to all MOOCs [36] [37] and others, as claimed by Barcena et al.(2014), [38] are specific to language courses. [38] [39] [40] Regarding the former, given that most courses are essentially xMOOCs, then they are intended to provide the same learning experience to all students who undertake them, thereby limiting possibilities for individual instruction and personalized learning. A further problem is that of student assessment, how to do it and how to prevent cheating, [41] [42] closed tests are typically used but lack the flexibility of open written / oral answers. High dropout rates and the associated lack of participation within the forums also limit the possibilities for collaborative learning, so necessary for the development of many different competences. Finally, the economic issue of how to cover the expenses of preparing, running and managing a course. The former or specific challenges of a Language MOOC reflect the nature of learning a language as a skill acquisition process as well as one of knowledge assimilation, where the students need to actually use and apply the linguistic structures which they are learning in a realistic setting with quality (near-) native feedback.

Research on language MOOCs, and related technology and methodology, offer ways to address some of these challenges, motivating students and implicating them more fully in learning activities related to the development of their second language competences. [3] Furthermore, as the nature of society changes, then so to will the way in which online language learning is undertaken. As in other areas of online learning, the role of mobile devices is becoming ever more important here, leading to the notion of mobile-driven or mobile-assisted LMOOCs, or MALMOOCs, [39] where such devices go beyond being just portable course clients to act as mobile sensor-enabled based around extensible app-based devices that can extend language learning into everyday real-world activities. Other emerging educational technologies that will arguably be important for LMOOCs cover areas, such as learning analytics, gamification, personal learning networks, adaptive and automated assessment.

Related Research Articles

Distance education, also known as distance learning, is the education of students who may not always be physically present at school, or where the learner and the teacher are separated in both time and distance. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail. Distance education is a technology-mediated modality and has evolved with the evolution of technologies such as video conferencing, TV, and the Internet. Today, it usually involves online education and the learning is usually mediated by some form of technology. A distance learning program can either be completely a remote learning, or a combination of both online learning and traditional offline classroom instruction. Other modalities include distance learning with complementary virtual environment or teaching in virtual environment (e-learning).

Computer-assisted language learning (CALL), known as computer-aided instruction (CAI) in British English and computer-aided language instruction (CALI) in American English, Levy briefly defines it as "the exploration and study of computer applications in language teaching and learning." CALL embraces a wide range of information and communications technology "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).

Educational software is a term used for any computer software that is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software. The purpose of all this software is to make some part of education more effective and efficient.

M-learning, or mobile learning, is a form of distance education or technology enhanced active learning where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.

A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions in the English-speaking world. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech", it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."

<span class="mw-page-title-main">University of the Philippines Open University</span> Public university in Laguna, Philippines

The University of the Philippines Open University(UPOU) is a public research university and is the fifth constituent university of the University of the Philippines System. The majority of UPOU students are based in the Philippines but all of its programs can be taken anywhere in the world. While primarily a virtual university, it has a physical campus that houses admin and faculty offices in Los Baños, Laguna, with Mega Learning Hubs (MLH) in Manila and Cebu.

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

<span class="mw-page-title-main">Christoph Meinel</span> German computer scientist

Christoph Meinel is a German computer scientist and professor of Internet technologies and systems at the Hasso Plattner Institute (HPI) of the University of Potsdam. In the years 2004 to 2023 he was the scientific director and CEO of the HPI and has developed the openHPI learning platform with more than 1 million enrolled learners. In 2019, he was appointed to the New Internet IPv6 Hall of Fame.

<span class="mw-page-title-main">Open education</span> Educational movement

Open education is an educational movement founded on openness, with connections to other educational movements such as critical pedagogy, and with an educational stance which favours widening participation and inclusiveness in society. Open education broadens access to the learning and training traditionally offered through formal education systems and is typically offered through online and distance education. The qualifier "open" refers to the elimination of barriers that can preclude both opportunities and recognition for participation in institution-based learning. One aspect of openness or "opening up" education is the development and adoption of open educational resources in support of open educational practices.

<span class="mw-page-title-main">D2L</span> Global software company

D2L is a Canada-based global software company with offices in Australia, Brazil, Europe, India, Singapore, and the United States.

<span class="mw-page-title-main">Massive open online course</span> Education service on the web

A massive open online course or an open online course is an online course aimed at unlimited participation and open access via the Web. In addition to traditional course materials, such as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and teaching assistants (TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in distance education, first introduced in 2008, that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC".

Social media language learning is a method of language acquisition that uses socially constructed Web 2.0 platforms such as wikis, blogs, and social networks to facilitate learning of the target language. Social media is used by language educators and individual learners that wish to communicate in the target language in a natural environment that allows multimodal communication, ease of sharing, and possibilities for feedback from peers and educators.

Modern elementary mathematics is the theory and practice of teaching elementary mathematics according to contemporary research and thinking about learning. This can include pedagogical ideas, mathematics education research frameworks, and curricular material.

MITx is the massive open online course (MOOC) program at Massachusetts Institute of Technology. A constituent program of MIT's Office of Digital Learning, MITx produces MOOCs from MIT departments and faculty. Prior to 2U's acquisition of edX, MITx courses appeared there. After the acquisition, courses appeared on MIT's own site. MITx also supports residential experiments with scalable learning technologies and research on digital learning. MOOCs offered through edX by MITx are open-enrollment and free to take. In September 2012, edX and MITx introduced the option to receive an ID verified certificate on some courses.

A social learning network (SLN) is a type of social network that results from interaction between learners, teachers, and modules of learning. The modules and actors who form the SLN are defined by the specific social learning process taking place.

<span class="mw-page-title-main">Online learning in higher education</span> Development in distance education that began in the mid-1980s

Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.

Open Educational Practices in Australia refers to the development, implementation and use of Open educational resources (OER), open access, open learning design, open policies, and Massive Open Online Courses (MOOCs) to open up education in Australia.

Georgia Tech Online Master of Science in Computer Science (OMSCS) is a Master of Science degree offered by the College of Computing at Georgia Tech. The program was launched in 2014 in partnership with Udacity and AT&T and delivered through the massive open online course (MOOC) format. Georgia Tech has received attention for offering an online master's degree program for under $7,000 that gives students from all over the world the opportunity to enroll in a top 10-ranked computer science program. The program has been recognized by the University Professional and Continuing Education Association, Fast Company, and the Reimagine Education Awards for excellence and innovation.

<span class="mw-page-title-main">Digital media in education</span> Overview of ICT in education

Digital media in education refers to an individual's ability to access, analyze, evaluate, and create media content and communication in various forms. This includes the use of multiple digital softwares, devices, and platforms as tools for learning. The integration of digital media in education has been increased over time, rivaling books as a primary means of communication and gradually transforming traditional educational practices.

References

  1. 1 2 Sokolik, Maggie (2014). "What constitutes an effective language MOOC?". In Martín-Monje, Elena; Bárcena, Elena (eds.). Language MOOCs: Providing learning, transcending boundaries. Warsaw: de Gruyter Open Poland. pp. 16–32. doi:10.2478/9783110420067.2. ISBN   978-3-11-042006-7.
  2. Siemens, G. (2012). "What is the theory underpinning our MOOCs?". Elearnspace. Archived from the original on 2017-04-29. Retrieved November 10, 2015.
  3. 1 2 3 4 Martín-Monje, Elena; Bárcena, Elena, eds. (2014). Language MOOCs: Providing learning, transcending boundaries. Warsaw: de Gruyter Open Poland. doi: 10.2478/9783110420067 . ISBN   978-3-11-042006-7.
  4. Dixon, E. & Thomas, M. (Eds.). (2015). Researching language learner interactions online: From social media to MOOCs. San Marcos, Texas: Computer Assisted Language Instruction Consortium.
  5. Warschauer M. (1996). Computer Assisted Language Learning: an Introduction. In Fotos S. (ed.) Multimedia language teaching. Tokyo: Logos International: 3-20.
  6. Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Oxford University Press.
  7. Bax, S. (2003). CALL – past, present and future. System 31(1): 13–28.
  8. Hubbard, P. & Levy, M. (Ed.). (2006). Teacher Education in CALL. Philadelphia: John Benjamins.
  9. Levy, M. & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Mahwah, NJ: Lawrence Erlbaum.
  10. Yang, Y. (2010). Computer-Assisted Language Learning Teaching: Theory and Practice. Journal of Language Teaching and Research 1(6): 909-912.
  11. Read, T.; Barcena, E. (2013). "MOOCs and open higher education: the case of UNED". In Palazio, G. (ed.). Proceedings of Ikasnabar 2013. The 6th International Conference on Open Education and Technology. MOOCs, PLEs and eLearning Platforms. pp. 495–509.
  12. McGuire, R. (2013). Offering MOOCs to market your product – Q&A with the Spanish MOOC teachers at Instreamia. Retrieved November 17, 2015 from http://moocnewsandreviews.com/offering-moocs-to-market-your-product-qa-with-the-spanish-mooc-teachers-at-instremia/ Archived 2020-11-12 at the Wayback Machine
  13. Ventura, P., Barcena, E. & Martín-Monje, E. (2014). Analysis of social feedback on written production and student engagement in MOOCs. Procedia - Social and Behavioural Sciences Journal 141: 512-517.
  14. Bryant, T. (2013). MOOCs + Learning Networks = The Mixxer. Retrieved November 15, 2015 from https://blog.coerll.utexas.edu/moocs-and-learning-networks-equals-mixxer Archived 2020-01-28 at the Wayback Machine
  15. Godwin-Jones, Robert (October 2014). "Global reach and local practice: The promise of MOOCs". Language Learning & Technology. 18 (3): 5–15. hdl: 10125/44377 . ISSN   1094-3501.
  16. Perifanou, Maria A. & Economides, A. A. (2014). MOOCs for Foreign Language Learning. An effort to explore and evaluate the first practices. Paper presented at the Conference INTED 2014: 8th International Technology, Education and Development Conference.
  17. Perifanou, Maria A. (2016). Current state of Language Learning MOOCs worldwide: Exploration, Classification and Evaluation (PDF) (Report). LangMOOC project.[ permanent dead link ] Republished with revisions as Perifanou, Maria (2016). "Worldwide state of language MOOCs" (PDF). In Papadima-Sophocleous, S.; Bradley, L.; Thouësny, S. (eds.). CALL communities and culture – short papers from EUROCALL 2016 (PDF). Research-publishing.net. pp. 386–390. doi:10.14705/rpnet.2016.eurocall2016.593. ISBN   978-1-908416-43-8. ERIC   ED572188.
  18. Read, Timothy (2014). "The Architectonics of Language MOOCs". In Martín-Monje, Elena; Bárcena, Elena (eds.). Language MOOCs: Providing learning, transcending boundaries. Warsaw: de Gruyter Open Poland. pp. 91–105. doi: 10.2478/9783110420067.6 . ISBN   978-3-11-042006-7.
  19. Downes, Stephen (2008). "Places to Go: Connectivism & Connective Knowledge". Innovate: Journal of Online Education. 5 (1).
  20. Cormier, Dave; Siemens, George (2010). "The open course: Through the open door--open courses as research, learning, and engagement". EDUCAUSE Review. 45 (4): 30–39. ERIC   EJ951238 . Retrieved 1 May 2024.
  21. Daniel, John (2012). "Making sense of MOOCs: Musings in a maze of myth, paradox and possibility". Journal of Interactive Media in Education. 2012 (3): 18. doi: 10.5334/2012-18 . ISSN   1365-893X.
  22. Macness, Jenny (22 October 2013). "cMOOCs and xMOOCs – key differences". Jenny Connected. Retrieved 1 May 2024.
  23. Yuan, Li; Powell, Stephen (10 March 2013). MOOCs and open education: Implications for higher education (PDF) (Report). Bolton, UK: JISC Centre for Educational Technology and Interoperability Standards. Also available in DOCX format.
  24. Castrillo de Larreta-Azelain, Mª Dolores (2014). "Language teaching in MOOCs: the integral role of the instructor". In Martín-Monje, Elena; Bárcena, Elena (eds.). Language MOOCs: Providing learning, transcending boundaries. Warsaw: de Gruyter Open Poland. pp. 67–90. doi: 10.2478/9783110420067.5 . ISBN   978-3-11-042006-7.
  25. Salmon, Gilly (2003). E-moderating: The Key to Teaching and Learning Online. Open and flexible learning (2nd ed.). London: RoutledgeFalmer. ISBN   978-0-415-33543-0.
  26. Hampel, Regine; Stickler, Ursula (2005). "New skills for new classrooms: Training tutors to teach languages online". Computer Assisted Language Learning. 18 (4): 311–326. doi:10.1080/09588220500335455. ISSN   0958-8221.
  27. Compton, Lily K. L. (2009). "Preparing language teachers to teach language online: a look at skills, roles, and responsibilities". Computer Assisted Language Learning. 22 (1): 73–99. doi: 10.1080/09588220802613831 . ISSN   0958-8221.
  28. Anderson, A., Huttenlocher, D., Kleinberg, J. y Leskovec, J. (2014). Engaging with massive online courses. In WWW'14 Proceedings of the 23rd international conference on World Wide Web. New York: ACM. 687-698.
  29. Kop, R., & Bouchard, P. (2011). The role of adult educators in the age of social media. Digital education: Opportunities for social collaboration, 61-80.
  30. De Waard I., Gallagher M.S., Zelezny-Green R., Czerniewicz L., Downes S., Kukulska-Hulme A. & Willems J.; (2014) Challenges for conceptualizing EU MOOC for vulnerable learner groups. Proceedings of the eMOOCs 2014 Conference. Edited by P.A.U. Education (Laussane, Switzerland). 33-42.
  31. Kukulska-Hulme, A. & Jones, C. (2011). The next generation: design and the infrastructure for learning in a mobile and networked world. In: Olofsson, A. D., and Lindberg, J. Ola (Eds.). Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. Hershey, PA: Information Science Reference (an Imprint of IGI Global). 57–78.
  32. Sánchez, Elena (11 June 2013). "Usability guidelines for labeling MOOC videolectures". UX thoughts about MOOCS. Retrieved 1 May 2024.
  33. Tyler-Smith, K. (2006). Early attrition among first-time eLearners: A review of factors that contribute to drop-out, withdrawal, and non-completion rates of adult learners undertaking eLearning programs. Journal of Online Learning and Teaching, 2(2), 73-85.
  34. Takagi, H., Kawanaka, S., Kobayashi, M., Itoh, T., & Asakawa, C. (2008). Social accessibility: achieving accessibility through collaborative metadata authoring. In Proceedings of the 10th international ACM SIGACCESS conference on Computers and accessibility. 193-200. ACM.
  35. Rodrigo, C. & Garcia-Serrano. A. (2015). Social Accessibility Action to Improve Quality of OER User-generated Video-classes and Associated Resources. In Procedia - Computer Science Journal - Proceedings of the 6th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion, 67. 19-27.
  36. Chen, X., Barnett, D. R., & Stephens, C. (2013). Fad or future: The advantages and challenges of massive open online courses (MOOCs). In Research-to-Practice Conference in Adult and Higher Education. 20-21.
  37. Hew, K. F., & Cheung, W. S. (2014). Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12. 45-58.
  38. 1 2 Barcena, E., Read, T., Martín-Monje, E., & Castrillo, M. D. (2014). Analyzing student participation in Foreign Language MOOCs: a case study. Proceedings of EMOOCs 2014: European MOOCs Stakeholders Summit. 11-17.
  39. 1 2 Read, T. & Barcena, E. 2015. Toward Mobile Assisted Language MOOCs. In A. Mesquita & P. Peres (eds.) Furthering Higher Education Possibilities through Massive Open Online Courses, IGI Global (Hershey, PA). 225 – 243.
  40. Fuchs, C. (2016). The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs): A Case Study. In C. Wang & L. Winstead (eds.) Handbook of Research on Foreign Language Education in the Digital Age. Hershey, PA: IGI Global.
  41. Carr, Nicholas (27 September 2012). "The Crisis in Higher Education". MIT Technology Review. Retrieved 1 May 2024.
  42. Rodriguez, C. Osvaldo (2012). "MOOCs and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses". European Journal of Open, Distance and E-Learning. 15 (2). Hungary: European Distance and E-Learning Network. ISSN   1027-5207. ERIC   EJ982976 . Retrieved 1 May 2024.