MedLang MOOC–An Innovative Palliative Care Learning Tool. Innovative Approaches and Teaching Methodologies

Colibaba, Anca; Dinu, Claudia; Gheorghiu, Irina; Colibaba, Ștefan

doi:10.1007/978-3-319-93329-0_7

Cited by 1 publication

(3 citation statements)

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“…Secondly, future LMOOC research on this topic needs to explore best practices for delivering culture-related content (Colibaba et al ., 2018; Fuchs, 2020; Luo & Ye, 2021; Mac Lochlainn, Nic Giolla Mhichíl & Beirne, 2020a; Mac Lochlainn, Nic Giolla Mhichíl, Beirne & Brown, 2020b). Our review found that only four out of 71 studies studied culture-focused LMOOCs, and their treatment of such courses’ instructional design was especially limited.…”

Section: Future Directions For Lmooc Researchmentioning

confidence: 99%

“…Nevertheless, only seven out of our 71 sampled studies examined the LMOOCs for EAP or ESP. Further studies involving the specific purposes of LMOOCs are therefore to be welcomed, and in particular, our results suggest that they should (1) seek more innovative pedagogical possibilities for accommodating language learners’ needs rather than focusing on traditional course tools, such as dictionaries, translators, or interactive transcripts; (2) study how to facilitate students’ acquisition of dual learning outcomes – for example, both medical knowledge and medical linguistic communication skills (Colibaba et al ., 2018); and (3) give due attention to issues around the building, within LMOOCs for specific purposes, of learning communities that can facilitate both knowledge creation and collaboration (Sokolik, 2016).…”

Section: Future Directions For Lmooc Researchmentioning

confidence: 99%

“…Meri-Yilan, 2020; Read & Bárcena, 2021; Shalatska, 2018; Wang, An & Wright, 2018; Xue & Dunham, 2021; Zancanaro & Domingues, 2018), others continue to report low completion rates (e.g. Friðriksdóttir, 2019; Hsu, 2021a; Zeng, Zhang, Gao, Xu & Zhang, 2020), lack of intimate and human-like social interaction (Colibaba, Dinu, Gheorghiu & Colibaba, 2018; Hsu, 2021a; Jitpaisarnwattana et al ., 2021; Uchidiuno, Ogan, Yarzebinski & Hammer, 2018), and low levels of learner autonomy (Agonács, Matos, Bartalesi-Graf & O’Steen, 2019). Therefore, further inquiry across languages, proficiency levels and contexts is always welcome (Hsu, 2021b), and its outcomes can be expected to provide us with a more “contextual, grounded, and conceptually coherent” understanding of LMOOCs (Mac Lochlainn, Nic Giolla Mhichíl & Beirne, 2021: 111).…”

Section: Introductionmentioning

confidence: 99%

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LMOOC research 2014 to 2021: What have we done and where are we going next?

Zhang

Sun²

2023

ReCALL

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This study reviews 71 high-quality studies of massive open online courses focused on languages (LMOOCs) that were published from the inception of LMOOCs to 2021. The purpose of this study is to gain a deeper understanding of the current state of research and identify fruitful directions for future LMOOC research. First, we reviewed three basic sets of characteristics of these studies: (1) research trends – for example, publication types and years; (2) research contexts – for example, countries in which the studies were conducted, the subjects’ target languages, language-ability levels, skills, and whether the focal courses are for specific purposes; and (3) research design, including data collection, data analysis, and theoretical frameworks. We then utilized a text-mining approach called Latent Dirichlet Allocation that uses machine-learning techniques to identify research-topic commonalities underlying the collected studies. In this way, a total of nine topics were identified. They were: (1) core elements of LMOOCs; (2) interaction and communication in LMOOCs; (3) innovative LMOOC teaching practices; (4) LMOOC standards and quality assurance; (5) LMOOC implementation, participation, and completion; (6) LMOOC teaching plans; (7) LMOOC learning effectiveness and its drivers/obstacles; (8) learners and learning in LMOOCs; and (9) inclusiveness in LMOOCs. These were then diagrammed as a ThemeRiver, which showed the evolutionary trend of the nine identified topics. Specifically, scholarly interest in Topics 5, 7, and 9 increased over time, whereas for Topics 1 and 6, it decreased. Based on our results, we highlighted specific directions for future LMOOC research on each of the identified research topics.

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