Massive open online courses (MOOCs) have been a growing trend recently because thanks to them, many people can be enrolled in a course just through the internet, and it can be noted that they are generally preferred and in use to a great extent. However, the number of studies on the use of MOOCs in blended learning environments is relatively limited. For this specific reason, the current study was carried out as a convergent mixed-method study to provide insights into the pros and cons of using MOOCs for educational purposes. Twenty-four student teachers enrolled in the Department of English Language Teaching participated in the present study. The data were collected through learning journals and an inventory. Thematic analysis was utilised to analyse the qualitative data, whereas descriptive statistics were calculated for the analysis of quantitative data. The results were motivating for extending the use of MOOCs as self-guided learning tools.
TopIntroduction
Changes and developments in technology have an undeniable effect on every aspect of our lives. Like other areas such as economy, finance, sport, education is also influenced by constant developments and innovations in technology. With the help of developing technologies, education is more accessible and eligible for those who are eager to have it. Technology-Enhanced Language Teaching and Learning namely TELTL attracts today's language learners and offers more flexible and efficient digital learning environments compared to traditional methods. The Massive Open Online Courses (MOOCs) is one of the purposive and handy tools of developing technologies (Cormier & Siemens, 2010) and it is highly profitable for both language learners, teachers and teacher candidates. The tool is directly related with TELTL that it provides an online flexible learning atmosphere to a wide range of learners. Massive open online course (MOOC) platforms attract a wide range of learners with varying learning paces and levels of engagement based on their experiences and motives due to their massive and flexible nature. MOOCs have been more common in recent years because of the continuing growth in student numbers, changes in the expectations of both students and teachers, mandatory changes in the educational environment, such as a pandemic, and increasing competition among educational institutions. MOOC as a term was first used in response to Siemens and Downes’s 2008 “Connectivism and Connective Knowledge” course (Cormier & Siemens, 2010). There are various definitions of MOOCs in related literature, but the MOOCS may be described as online courses that allow large-scale participants to enrol in a course through the web. Another definition is that “online courses designed for large numbers of participants, that can be accessed by anyone and anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free” (Jansen & Schuwer, 2015, p. 11). The participants have open access to the content and they follow up the materials after their enrolment in the course. Teaching materials and instruction are delivered through blogs, forums, quizzes, videos, and handouts. According to Cormier and Siemens (2010), the main concern of MOOCs is creating a network by utilizing technology’s potential, through which people can share the same interest and their experiences on a topic. By doing so, an open course becomes a platform that brings a broad range of viewpoints on a topic. Additionally, the platform provides flexibility to participants about participation because they can build knowledge peripherally or directly. The role of educators is quite important in MOOCs because the educator facilitates interaction among participants, shares necessary information and materials namely course content, and contributes to learners’ knowledge growth process (Cormier & Siemens, 2010). Participants’ active participation in the discussions and learning process is vital to make MOOCs effective. If they do not, the MOOC remains a limited digital structure of teacher-provided course, rather than combining and bringing various ideas on a given topic (Cormier & Siemens, 2010). The active participation occurs through conversation among participants and the educator through blogs, forums, discussion panels, or virtual worlds. MOOCs have several benefits, including the ability to innovate about how teachers prepare to teach, how learners acquire information, and how courses affect a field (Cormier & Siemens, 2010). Under the name of “open courses” or “massive open online courses” (MOOCs), millions of learners from different backgrounds, have been able to participate in learning experiences. In fact, the variety in participants makes a digital open course unique in terms of creating an individualistic learning atmosphere. The participants present their way of thinking in discussions, so it becomes possible to see different points of view in the same discussion.