Instructors’ perspectives in design and L-MOOCs: A qualitative look

Cristina Diordieva; Curtis J. Bonk

doi:10.30935/cedtech/13099

Cristina Diordieva ¹ ^* , Curtis J. Bonk ²

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CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep425

https://doi.org/10.30935/cedtech/13099

Submitted: 29 December 2022, Published Online: 21 March 2023

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Abstract

This qualitative phenomenological study investigates international instructors’ perspectives and experiences in designing a successful language-based massive open online course (L-MOOC). Detailed information was gathered during Summer 2018 about the instructor’s challenges and strategies through semi-structured interviews with seven participants in six different countries: Ireland, Italy, Norway, Spain, the United Kingdom, and the United States. The findings indicated that curating and facilitating a learning environment with a design team helps create an efficient L-MOOC delivery. Additionally, having multiple moderators per course and using forums helps with monitoring learners’ progress. Moreover, according to these seven L-MOOC instructors, having a course platform with rigid structures prevents using multiple activities and assessment tools for language learning. Interviewees argued that it is important to implement a learner-centered approach in L-MOOC, where learners can interact with each other and construct their knowledge. Future research studies may include exploring L-MOOC to address the best instructional practices and contribute to expanding research in language education in massive open online course environment.

Keywords: language-based massive open online courses, online language learning, learner-centered approach, instructors’ perspectives, qualitative approach

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Citation

Diordieva, C., & Bonk, C. J. (2023). Instructors’ perspectives in design and L-MOOCs: A qualitative look. Contemporary Educational Technology, 15(3), ep425. https://doi.org/10.30935/cedtech/13099

Diordieva, C., and Bonk, C. J. (2023). Instructors’ perspectives in design and L-MOOCs: A qualitative look. Contemporary Educational Technology, 15(3), ep425. https://doi.org/10.30935/cedtech/13099

Diordieva C, Bonk CJ. Instructors’ perspectives in design and L-MOOCs: A qualitative look. CONT ED TECHNOLOGY. 2023;15(3), ep425. https://doi.org/10.30935/cedtech/13099

Diordieva, Cristina, and Curtis J. Bonk. "Instructors’ perspectives in design and L-MOOCs: A qualitative look". Contemporary Educational Technology 2023 15 no. 3 (2023): ep425. https://doi.org/10.30935/cedtech/13099

Diordieva, Cristina et al. "Instructors’ perspectives in design and L-MOOCs: A qualitative look". Contemporary Educational Technology, vol. 15, no. 3, 2023, ep425. https://doi.org/10.30935/cedtech/13099

Diordieva C, Bonk CJ. Instructors’ perspectives in design and L-MOOCs: A qualitative look. CONT ED TECHNOLOGY. 2023;15(3):ep425. https://doi.org/10.30935/cedtech/13099