Understanding online interaction in language MOOCs through learning analytics

Martín-Monje, Elena; Castrillo, Maria Dolores; Mañana-Rodríguez, Jorge

doi:10.1080/09588221.2017.1378237

Cited by 81 publications

(72 citation statements)

References 25 publications

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“…The number of postings that included initiating or starting posts and comments or reply posts in the discussion forum and the chatbox were counted as the learners' participation. This participation, then, would be categorized as the learners' roles based on six categories in Table 1, as follows: Registering for the course, but never log in Adopted from Martín-Monje, Castrillo, & Mañana-Rodríguez, (2017); Anderson et al (2014); Hill (2013); & Kizilcec, Piech, & Schneider (2013)…”

Section: Resultsmentioning

confidence: 99%

Exploring English Learners’ Engagement and Their Roles in the Online Language Course

Sari

2020

JELTL

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<em>In technology-enhanced language learning, student engagement and roles of learners are being popular to be exposed to a better understanding of their progress on their performance of learning, and possible pitfalls in the online language classes during the study-from-home program in the times of COVID-19. This article attempts to explore the students’ perceptions of their engagement in the online learning process. It also investigates the prominent learners’ roles in the online learning environment and the possible factors affecting their engagement or participation in the online learning process. An exploratory research design was applied to this study. The subjects were a hundred and sixty-five undergraduate students from the English Literature Department and the English Education Department. The data collected were from a questionnaire that was distributed using Google Form link via WhatsApp Group, an online interview through the ZOOM meeting, and online observation through learning management systems (LMS) Moodle used by the students. Results show that most students conveyed positive responses toward their online engagement. There were also three most prominent learners’ roles identified. These roles covered active learning, problem solvers, and knowledge seeker. Besides, most students expressed that the number of compulsory task submissions, content courses, unstable internet connection, and limited internet data become the learning factors that might demotivate them to accomplish the online activities and complete the online language course. Thus, course creators or teachers should reconsider using appropriate and effective online learning activities and online learning objects to enhance the students’ active engagement in the online course.</em>

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Section: Resultsmentioning

confidence: 99%

Exploring English Learners’ Engagement and Their Roles in the Online Language Course

Sari

2020

JELTL

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“…Another issue raised was whether observation itself can be considered to be a form of engagement in social interaction, in that learners will place themselves in the 'silent period' when building up their own knowledge through listening and observation (Martín-Monje, Castrillo, & Mañana-Rodríguez, 2018;VanPatten & Benati, 2010). Future research on learners' engagement in LMOOCs may also take this issue into consideration.…”

Section: Discussion Limitations and Implicationsmentioning

confidence: 99%

A grounded theory exploration of language massive open online courses (LMOOCs): Understanding students’ viewpoints

Hsu¹

2020

Preprint

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Massive open online courses (MOOCs) have been called the biggest innovation to happen in education for 200 years for their unique attribute of being open and free to any individual with Internet access; however, their high dropout rate has led many people to be concerned or dubious about MOOCs’ effectiveness and applicability. The applicability of MOOCs in English for specific purposes (ESP) courses (in this case, Hospitality English) needs more empirical evidence; the present study intends to help fill this gap and extend our current understanding of this issue. This study followed a grounded theory methodology to develop a theoretical model based on constant dialogue between collected data and the literature. The results suggest that most participants had positive perceptions of LMOOCs in general but that some of them doubted the applicability of LMOOCs. Most participants said they would continue to use LMOOCs in learning, depending on the attributes of specific courses. Based on the extracted data, a conceptual model for the applicability of LMOOCs is proposed.

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“…Moreover, as Bárcena et al (2014) have pointed out, language learning is a rather complex because 'it is both skill-based and knowledge-based' and various genres of capabilities would need to be delicately included in LMOOCs; hence, foreign language may not be an ideal subject for MOOCs. There are still many obstacles that need to be overcome by practitioners (including instructors, administrators, and students) of LMOOCs (Martín-Monje, Bárcena, & Read, 2013) and more empirical evidence are needed to provide suggestions for the practices of using LMOOCs in language learning and teaching (Martín-Monje, Castrillo, & Mañana-Rodríguez, 2018).…”

Section: Moocsfor Language Learning (Lmoocs)mentioning

confidence: 99%

“…In most MOOCs, instruction is usually delivered via video clips and some activities for peer interaction (Martín-Monje, Castrillo, &Mañana-Rodríguez, 2018;Soares, Lopes & Vieira, 2015). In this sense, it can seem as if MOOCs have simply digitalized instruction and delivered it through the online platform without devoting any consideration to how to encourage learners to participate continuously or how to enhance their motivation for learning (Kizilcec, 2013).…”

Section: Introductionmentioning

confidence: 99%

A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints

Hsu¹

2020

Preprint

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Abstract Massive open online courses (MOOCs) have been called the biggest innovation to happen in education for 200 years for their unique attribute of being open and free to any individual with Internet access; however, their high dropout rate has led many people to be concerned or dubious about MOOCs’ effectiveness and applicability. The applicability of MOOCs in English for specific purposes (ESP) courses (in this case, Hospitality English) needs more empirical evidence; the present study intends to help fill this gap and extend our current understanding of this issue. This study followed a grounded theory methodology to develop a theoretical model based on constant dialogue between collected data and the literature. The results suggest that most participants had positive perceptions of LMOOCs in general but that some of them doubted the applicability of LMOOCs. Most participants said they would continue to use LMOOCs in learning, depending on the attributes of specific courses. Based on the extracted data, a conceptual model for the applicability of LMOOCs is proposed.

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Understanding online interaction in language MOOCs through learning analytics

Cited by 81 publications

References 25 publications

Exploring English Learners’ Engagement and Their Roles in the Online Language Course

Exploring English Learners’ Engagement and Their Roles in the Online Language Course

A grounded theory exploration of language massive open online courses (LMOOCs): Understanding students’ viewpoints

A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints

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