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The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs): A Case Study

The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs): A Case Study

Carolin Fuchs
Copyright: © 2019 |Pages: 23
ISBN13: 9781522576631|ISBN10: 1522576630|EISBN13: 9781522576648
DOI: 10.4018/978-1-5225-7663-1.ch073
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MLA

Fuchs, Carolin. "The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs): A Case Study." Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 1540-1562. https://doi.org/10.4018/978-1-5225-7663-1.ch073

APA

Fuchs, C. (2019). The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs): A Case Study. In I. Management Association (Ed.), Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications (pp. 1540-1562). IGI Global. https://doi.org/10.4018/978-1-5225-7663-1.ch073

Chicago

Fuchs, Carolin. "The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs): A Case Study." In Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1540-1562. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7663-1.ch073

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Abstract

This case study contributes to the growing body of research on Language Massive Open Online Courses (LMOOCs) by examining their structural aspects (i.e., layout and format) and dialogic nature (i.e., interaction and negotiation) from the language learner's perspective. This exploratory study draws on data from 15 student teachers of English as a Second/Foreign Language at a private graduate institution on the East Coast of the U.S. As required by their technology elective, participants who were enrolled in a beginner-level LMOOC of their choice kept a log of their learning process/progress over a period of eight weeks. At the end of the course, they were invited to fill out a post-project questionnaire to reflect on their overall experience. The goal of the project was to educate student teachers on the pedagogical underpinnings of LMOOCs while exposing them to online language learning. In this study, the focus was primarily on self-reported system interaction and profile data since the Author was not involved in the design of any of the LMOOCs. Data collection instruments included a needs analysis, weekly LMOOC logs, and a post-LMOOC questionnaire. According to the questionnaire results, student-teachers' motivation was “satisfactory,” and only four out of 15 student teachers completed their LMOOCs. Results further showed that structural aspects (i.e., content, materials, and procedures) rank higher than dialogic aspects (i.e., scaffolding and feedback). This questions the over-reliance on content transmission and instructivist (or teacher-instruction) approaches in LMOOCs, especially since MOOCs enrolment numbers rely heavily on learner's self-motivation to sign up and complete a course.

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