This document summarizes a study conducted by staff and students at Coventry University on their experience with a blended learning approach using a MOOC. The study involved staff and students taking an online MOOC on language learning and teaching while also participating in weekly reflective discussions. Key findings included that the MOOC provided a global learning community but lacked teacher scaffolding and substantive discussion. Students found the accessibility and exposure to different perspectives valuable, but noted issues like lack of assessment and repetition. Overall, the study found that a structured blended approach with an online component can work, but proprietary systems may better suit academic settings due to motivators like assessment and the need for teacher support.

1. Learning about Language Learning on
a MOOC: How Massive? How Open?
How Online? How “Course”?
Marina Orsini-Jones, Laura Pibworth-Dolinski, Mike Cribb, Billy
Brick, Zoe Gazeley-Eke, Hannah Leinster and Elwyn Lloyd
Department of English and Languages, Faculty of Business, Environment
and Society, Coventry University
A metareflective staff/student investigation
into innovative blended e-learning practice
EuroCALL 2015 – Critical CALL
Padova, 26-29 August 2015

3. Overview
• Pedagogical rationale
• The experience of blended learning with a MOOC (students + staff)
• Staff reflections
• Student reflections
• Provisional evaluation/recommendations
EuroCALL 2015 – Critical CALL
Padova, 26-29 August 2015

4. Healey, M. (2005). ‘Linking research and teaching exploring
disciplinary spaces and the role of inquiry-based learning’. In R.
Barnett (Ed.), Reshaping the university: new relationships between
research, scholarship and teaching (pp.30-42). Maidenhead: McGraw-
Hill/Open University Press.
Curriculum design and the
research-teaching nexus
(© Healey 2005).
Used with permission.

5. Project - features
6 members of staff (4 teaching on the MA in ELT and 2 alumnae)
2 ‘expert students’ registered on the MA
All involved in TEFL
MOOC blend implemented in both Semester 1 & 2 2014-2015
Will to explore new blended learning ‘avenues’
Pre-MOOC questions (see page 5 proceedings)
Weekly ‘post-MOOC unit’ reflective/knowledge sharing focus groups (see page 6
proceeding)
Final BOS (Bristol Online Survey) (see end conference proceedings)
Participants agreed to: see page 3

6. OERs and HE
Study by Bone and McNichol (2014), commissioned to the
National Union of Students/National Union Services by the
Higher Education Academy (UK):
students have a positive attitude towards the
integration of OERs (Open Educational Resources) into
their learning experience at university

7. MA module at CU: Aims
[…] to give students an in-depth understanding of the
theories of second language acquisition and illustrate their
links to approaches and methods of language teaching
which they inform. The theories examined will look at
second language acquisition and learning from linguistic,
psychological and sociological perspectives

8. Learning Outcomes
Critically appraise the major theories of second language acquisition.
Discuss the relevance of SLA theories to the development of teaching
approaches and methodology.
Discuss and appraise the implications of sociocultural theories for the
development of second language learning and teaching approaches and
methodology.
Analyse the suitability of needs of specific English language learners in
specific English language learning contexts and discuss the teaching and
learning approaches most appropriate to their situation.
Assessment: 1 essay + 1 ‘seen’ exam

9. The
MOOC
Focus: Materials related to
language learning and
teaching
Learners’ Goal at CU:
Experiencing a new way of
learning

10. Topics on the MOOC
Week 1 – Learning Language: Theory
Week 2 - Language Teaching in the Classroom
Week 3 – Technology in Language Learning and Teaching: A New
Environment
Week 4 – Language in Use: Global English

11. MA at CU - Focus on learner autonomy: pre-MOOC
(blended delivery) subject-specific questions
1. How can we define learner autonomy?
2. How can we create an environment that promotes learner autonomy?
3. Are there any problems with the concept of learner autonomy?
4. What might be some positive outcomes of promoting learner autonomy
within the classroom?

12. Module: Theories and Methods of LL and T
(15/180 credits)
Learner autonomy section in Moodle

13. Pre-MOOC blend
face-to-face lecture/workshop on learner autonomy with questions assigned as homework for the taught session that
followed
online posts to the relevant discussion forum on learner autonomy in Moodle posted before the second workshop on
learner autonomy
face-to-face seminars based on the Moodle forum posts and face-to-face and online discussion forum group work to
discuss learner autonomy (the module was delivered in a PC lab for some of the face-to-face contact hours)
delivery of formative group presentations on the topic face-to-face
individual reflections on the seminars and on the group activities to be posted either in Moodle discussion or to the tutor
via email as homework

14. • F-2-F in class
• Moodle discussion
• Peers on the MA in CU
Stage 1
Pre MOOC
questions
• Weekly post MOOC
questions
• F-2-F
• Moodle discussion
Stage 2
MOOC questions/
reflections on
teaching & learning
• F-2-F
• MOOC
discussion
Stage 3
Global
discussion
• MOOC discussion
• CU F-2-F
• Facebook with
Boğaziçi
Stage 4
Tellecollaboration
with Turkey
• F-2-F
• CUBU
• BUCU
Stage 5
Presentations/
Reflection

15. MOOC with telecollaboration on Facebook between PG and UG
students at Boğaziçi and PG at CU
Cultural
Awareness
Communication
Exchange of
views
Technology
Working in the
grass area in
DMLL
(Disruptive
Media Learning
Lab)

16. Relevant summative question at CU
(seen exam, one of the 3 questions set)
3Question
Answer BOTH parts.
3.1 In the course of module M01ENL we have discussed the concept of ‘learner autonomy’ and
read the article by Lacey: ‘Autonomy, never, never, never’ (2007). Summarise the article and discuss
how and why Lacey adopted Dam’s views after his initial resistance.
(30 marks)
3.2 During the course of the module you were encouraged to enrol on the Southampton
University/British Council MOOC on Language Learning and Teaching. Reflect on the experience of
taking part in the MOOC and discuss:
1. If and how it reflects the principles relating to learner autonomy;
2. What topics you would like to cover if you were given the opportunity to teach English with a MOOC to
intermediate (B2/IELTS 6.5) students;
3. Which of the 4 units your found most useful and why.
(20 marks)

17. Benefits - students’ reflections on the
‘blended MOOC’ experience
 Anyone, anywhere, any time
 Felt part of a global community
 Exposed to global perspectives on the topics covered
 The MOOC suited different approaches to learning
 Free
 It consolidated learning from the MA

18. Comments - Students’ Reflections
 Accessibility: Requires computers and Internet
 Could put some people at a disadvantage (Digital Divide)
 Simplification/Repetitiveness
 “In your face” hard marketing
 Lack of summative assessment

19. Standard of assessment
Completion?

20. Hannah’s Reflection – the ‘expert student’
• In class and on Moodle discussion: teacher-scaffolded and
guided reflective questions
• On the MOOC: some reflective prompts; benefit of peer
scaffolding on a global scale; dependent on participation and
personal views.
• On Facebook: productive discussion difficult; assessment as
motivation; better on a VLE?

21. How did you find communication on the
forum? The forum ‘limbo’ - staff viewpoint:
•Impossible. I am not sure how you are supposed to have
a meaningful discussion with over 50,000 people. I just
read a few comments and moved on. I felt that it was too
time-consuming to try to respond to comments that on the
whole lacked any substance. It seemed to be people just
stating how they were enjoying the course and not really
engaging with the topics/subject.

23. (refer to page 4) How?....
Massive? 
Open? Yes and No
Online? 
Course? Matter of semantics, but more
crucially, lack of teacher’s scaffolding

24. Final reflections
• Proprietary systems are best-suited for e-learning in academic
settings (Orsini-Jones 2010)
• Summative assessment is a motivating factor
• Structured MOOC blend can work (Kim 2015)
• Online International Learning (OIL) extra blend could work, but…
• MOOCs are seen as “disruptive technologies”, but are they really?
• Need for teacher’s support/scaffolding
The pedagogy will create the disruption,
not the technology

25. ANY QUESTIONS?

26. Further information?
Higher Education Academic Report (forthcoming 2015)
m.orsini@coventry.ac.uk
Thank you