CALL Newsletter - March 2023 (Plain Text Version)
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ARTICLES NEW WAYS OF WORKING WITH MASSIVE OPEN ONLINE COURSES (MOOCS) Jimalee Sowell, Indiana University of Pennsylvania, Indiana, Pennsylvania, USA
Introduction MOOCs, or Massive Open Online Courses, originated in 2008 as part of the open educational resource movement (OER). One of the main objectives that fueled the first generation of MOOCs was democratizing high-quality educational content from top universities by making university courses readily available online to all interested participants at little or no cost (Moe, 2015). Since 2008, the number of MOOCs, MOOC providers, and MOOC students have continuously increased (Hilton et al., 2017). In spite of their ubiquity, MOOCs typically have low completion rates, with current research showing these rates as hovering around 7 to 10 percent (Fu et al., 2021), with no MOOC obtaining a higher than 25 percent completion rate (Jordan, 2015). Low completion rates might seem to suggest that MOOCs are failures. However, completion rates might not be the best way to judge their success or utility as learning tools. While the traditional method of working with a MOOC by solitarily progressing through all learning content to course completion is one approach, there are other ways of working with MOOCs. In this article, I present three ways that English language instructors can use MOOCs. The article first starts with an overview of the benefits of MOOCs. The article then provides guidance on blended learning with MOOCs, including an overview of MOOC Camps. Subsequently, the article covers ideas for ways to use MOOCS as content nuggets. Finally, the article provides some general recommendations for using MOOCs. Benefits of MOOCS MOOCs can provide a number of benefits for both English language teachers and learners. One of the most important benefits is skill development. MOOCs are now available in a wide range of subjects and topics. For English language learners, MOOCs can be a good way to develop and practice language skills. In addition, MOOC participants can improve digital literacy and online learning skills. Furthermore, MOOCs provide participants opportunities for interaction. Through MOOC activities, learners can share related information and resources as well as provide one another feedback. In most MOOCs, participants also have the opportunity to interact with learners from countries around the world, which can facilitate cross-cultural awareness and understanding. MOOCs are also accessible professional-development opportunities for English language teachers. MOOCs can help teachers fill in missing gaps of their own knowledge for any particular subject or topic and stay up to date on recent educational trends and teaching methods. Limitations of MOOCs While MOOCs have a number of appreciable benefits, they also have limitations. The most significant is that learning through a MOOC largely occurs through passive transmission of knowledge to the learner. MOOCs, on their own, do not stimulate an active learning process. This limitation can be countered through blended learning, the focus of the subsequent section. Blended Learning with MOOCs Blended learning is described as formal learning in which students learn through both e-learning and traditional classroom activities (typically in brick-and-mortar schools). In a blended learning course, the elements of the both e-learning components and traditional classroom activities work together. Through a blended MOOC approach, the benefits of learning with MOOCs can be retained while simultaneously countering limitations. Blended learning may be carried out within a variety of configurations, depending on the objectives of the course and the needs of the students. A blended learning course might focus more of the workload on the MOOC, or it might focus more on face-to-face components, or seek a balance of the two. In the non-MOOC components of a blended MOOC course, any sort of classroom activities related to the content of the MOOC may be carried out. Students might take part in teacher-led instruction, work collaboratively with other students, or carry out individual assignments. Activities might include discussions, problem-solving activities, related writing activities, and so on. Three common models of blended learning are (a) station rotations, (b) lab rotation, and (c) flex. In the station rotation model, students rotate among different stations at regular intervals. Stations would typically include stations with teacher-led instruction, stations where students work collaboratively with other students, and stations where students work online. In the lab rotation model, students move at regular intervals between a regular classroom and a computer lab where they engage in online learning activities. In the flex model, online learning is the main focus of instruction, and each student learns through a program customized to their needs. In this model, the teacher provides support activities such as individual tutoring and small group instruction. MOOC Camps MOOC Camps are a form of blended learning. Unlike regular blended learning courses, MOOC Camps are typically not part of a regular credit course. They can be organized for any group of learners interested in coming together to learn from a MOOC. In a MOOC Camp, facilitator(s), and camp participants meet for a series of face-to-face sessions based on a MOOC. MOOC Camps can be conducted for both English language learners and English language teachers. In one MOOC Camp model, the facilitator and participants work through all the contents of a MOOC together with the facilitator leading. In another model, the facilitator can go over certain parts of the MOOC during facilitated sessions, such as a reading activity and a video from a MOOC, leaving the rest of the MOOC for participants to complete on their own. In a third model, participants complete all online MOOC work on their own and then take part in classroom activities during facilitated sessions. For language learners, classroom activities might include opportunities for students to practice language skills (grammar and vocabulary) as well as activities that practice fluency skills, such as discussions, debates, presentations, and so on. MOOC Camps can serve as a form of professional development whereby English language instructors work to develop and improve teaching skills through engagement with a MOOC. For more detailed information on setting up and carrying out MOOC Camps, consult this guide. MOOCs as Content Nuggets MOOC materials can be used as course materials. Most MOOCs are OERs, which means that the materials in a MOOC can be freely used, adapted, and shared by teachers, facilitators, and educators with no or limited restrictions (Stracke et al., 2019) for non-commercial purposes of teaching and learning. Once you sign up for a MOOC, you have access to the content provided in that MOOC. Materials such as videos and reading texts can be used as content for instruction in both English language courses you are teaching and for English language learning or materials or for professional development training for English language teachers. You can zero in on specific material in a MOOC that would be useful for your teaching purposes. For example, if you are teaching a basic writing course, you might enroll in a MOOC on academic writing, but only focus on the content related to developing well-written paragraphs. If you are conducting professional development sessions for English language teachers, you might enroll in a MOOC for English language instructors but use only the content on lesson planning and assessment in a workshop. You might use the materials as they are or adapt them to fit your particular learners. For ideas on ways to create lessons from MOOC materials, consult this guide. Suggestions for Working with MOOCs Some ways to ensure success when working with MOOCs are to implement a flexible approach, conduct an orientation session, and recognize learners’ work. In order to best accommodate your learners, choose a flexible learning design. Consider factors such as your learners’ internet access, amount of available time for working on a MOOC, and learning or professional development goals. In some instances, it might be important for learners to complete all content in the MOOC; in other instances, it might not. For example, in a MOOC Camp that I facilitated, I encouraged participants to sign up for the MOOC and to complete all learning activities. However, I allowed participants to take part in the camp even if they had not enrolled in the MOOC. I chose this approach in order to be as inclusive as possible. In this particular context, some learners did not have regular Internet access, but could attend MOOC Camps. In a context with more stable internet access, however, this model might not make sense. When starting a MOOC with a new group of learners, it is a good idea to have an orientation session. In this session, make sure your participants know how to navigate the MOOC. It is important to make sure that your learners understand your particular expectations. For example, successful completion of a MOOC Camp might require attendance of five of six MOOC Camp sessions and active participation in camp activities. Following the completion of a MOOC, recognize learners for the work they have completed. Recognition may come in the form of a grade, a certificate, or even a small celebration. Conclusion In 2012, the Year-of-the-MOOC, enthusiasts tooted MOOCs as a panacea to educational and socio-economic ills that had previously created barriers to knowledge and learning. While this idealized notion no longer retains much credence, it is evident that MOOCs are now a regular part of the educational landscape. Though MOOCs may not have democratized education, they have certainly benefited it. MOOCs are flexible learning tools that can be used in a variety of ways to support learning and teaching. By understanding various ways MOOCs can be used, English language instructors can expand their toolkits of both learning materials and techniques. In this article, I focused on blended learning, MOOC Camps, and content nuggets as three ways of working with MOOCs. Given the benefits of MOOCs, it only makes sense to tap into them as valuable learning resources to adopt and adapt in ways that best suit you and your learners. References Fu, Q., Gao, Z., Zhou, J., & Zheng, Y. (2021). CLSA: A novel deep learning model for MOOC dropout prediction. Computers & Electrical Engineering, 94, 107315. https://doi.org/10.1016/j. compeleceng.2021.107315 Hilton, J., III, Fischer, L., Wiley, D., & Williams, L. (2017). Maintaining momentum toward graduation: OER and the course throughput rate. The International Review of Research in Open and Distributed Learning, 17(6). https://doi.org/10.19173/irrodl.v17i6.2686 Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. The International Review of Research in Open and Distributed Learning, 16(3), https://doi. org/10.19173/irrodl.v16i3.2112 Moe, R. (2015). The brief & expansive history (and future) of the MOOC: Why two divergent models share the same name. Current Issues in Emerging e-Learning, 2(1). https://scholarworks.umb.edu/ciee/vol2/iss1/2 Stracke, C. M., Downes, S., Conole, G., Burgos, D., & Nascimbeni. (2019). Are MOOCs open educational resources? A literature review on history, definitions, and typologies of OER and MOOCs. Open Praxis, 4(11), 331-341.
Jimalee Sowell is a PhD candidate in composition and applied linguistics at Indiana University of Pennsylvania. Ms. Sowell has taught English as a Foreign Language in South Korea, Ecuador, Uganda, Cambodia, Bangladesh, Malaysia, and the Côte d’Ivoire. Her research interests include disability studies, teacher education, and second language writing instruction, and MOOCs. |
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