SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS

Nazife Sen Ersoy; Yunus Dogan

doi:10.17718/tojde.1220697

EN

SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS

Abstract

This research includes the first cycle of an application based on the integration of a MOOC given in the field of “writing” into the formal education curriculum to reinforce classroom teaching and support the learning process to improve English writing skills. It was carried out in the spring semester of the 2021-2022 academic year with 14 students studying in an English preparatory program at a Turkish state university. In this study, qualitative research method was adopted and the action research design was applied. The implementation was carried out within the scope of the Reading/Writing course in the program in question. As data collection tools, a semi-structured interview form, Self-directed Learning Scale, and students’ course completion scores in their chosen MOOCs were utilized. In addition, the articles written by the students at the end of the term within the scope of classroom evaluation were also used to support the research data. The first data obtained in this direction show that the majority of the participants could not go beyond the course selection and registration stage. Although the students mostly did not have problems in accessing technology and showed self-directed learner characteristics, they did not follow or complete these courses due to lack of motivation, technological problems, heavy course loads and health problems.

Keywords

MOOC, foreign language learning, writing skill, preparatory program, university students

References

Aaker, D. A., Kumar, V. & Day, G.S., (2007). Marketing research (9th Edition). Danvers: John Wiley & Sons.
Amalia, M.N., Zamahsari, G.K., & Pratama, P.M. (2021). MOOCs in Foreign Language Learning: A Review of Development Strategies, Benefits, and User Perspectives. 7th International Conference on Education and Technology (ICET)
Badali, M., Hatami, J., Banihashem, S. K., Rahimi, E., Noroozi, O., & Eslami, Z. (2022). The role of motivation in MOOCs’ retention rates: a systematic literature review. Research and Practice in Technology Enhanced Learning. 17(5). https://doi.org/10.1186/s41039-022-00181-3
Bailey, D., Almusharraf, N., & Hatcher, R. (2021). Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies, 26, 2563–2583. https://doi.org/10.1007/s10639-020-10369-z
Beaven, T., Codreanu, T., & Creuze, A. (2018). Motivation in a Language MOOC: Issues for Course Designers. In Elena Martín-Monje; Elena Bárcena. Language MOOCs: Providing Learning, Transcending Boundaries, De Gruyter Open, pp.48-66, 2014, 9783110422504. ff10.2478/9783110420067.4ff. ffhal-01691781f.
Bhattacharya, S., Singh, A., & Hossain, M.M. (2020). Health system strengthening through Massive Open Online Courses (MOOCs) during the COVID-19 pandemic: An analysis from the available evidence. Journal of Education and Health Promotion, 9:195. DOI: 10.4103/jehp.jehp_377_20.
Bloch, J. (2016). The Challenge and Opportunity for MOOCs for Teaching Writing. Journal of Academic Writing, 6(1), 162-180. http://dx.doi.org/10.18552/joaw.v6i1.301
Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı - İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (15. Baskı). Ankara: Pegem.
Caner, M., Asma, B., & Sert-Aktuğ, C. (2019). Inquiring Massive Open Online Courses (MOOCS) through the Lens of Students. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 23(1): 453-470. Censuswide-the Future of Learning Report 2022, https://cdn-wordpress-info.futurelearn.com/info/wp-content/uploads/The-Future-of-Learning-Report-2022.pdf
Chacon-Beltran, R. (2017). The Role of MOOCs in the Learning of Languages: Lessons from a Beginners’ English Course. Porta Linguarum, 28, 23-35.

Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. J. (2013). The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? SSRN Electronic Journal.
Cobo-Rendon, R., Bruna Jofre, C., Lobos, K., Cisternas San Martin, N., & Guzman, E. (2022). Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario. Frontiers in Education, 7, https://doi.org/10.3389/feduc.2022.957175
Conde Gafaro, B. (2019). Exploring Self-Regulated Language Learning with MOOCs. Journal of Interactive Media in Education, 1(14), 1–5. https://doi.org/10.5334/jime.527
De Barba, P., Kennedy, G. & Ainley, M. (2016). The role of students’ motivation and participation in predicting performance in a MOOC Motivation and participation in MOOCs. Journal of Computer Assisted Learning, 32 (3), 218-231. https://doi.org/10.1111/ jcal.12130
DeBoer, J., Stump, G. S., Seaton, D., & Breslow, L. (2013). Diversity in MOOC students’ backgrounds and behaviors in relationship to performance in 6.002 x. In Proceedings of the Sixth Learning International Networks Consortium Conference. Retrieved on 1 May 2014 from http://tll.mit. edu/sites/default/files/library/LINC ’13.pdf Demircioğlu, Z. I., Öge, B., Fuçular, E. E., Çevik, T., Nazlıgül, M. D. ve Özçelik,
E. (2018). Reliability, validity and Turkish adaptation of Self-Directed Learning Scale (SDLS). International Journal of Assessment Tools in Education, 5(2), 235-247.
Ding, Y., & Shen, H. (2021). English Language MOOCs in China: Learners’ Perspective. The EuroCALL Review, 28(2), 13-22. https://doi.org/10.4995/eurocall.2020.13090
Ding, Y., & Shen, H. (2022). Delving into learner autonomy in an EFL MOOC in China: a case study. Computer Assisted Language Learning, 35(3), 247—269. https://doi.org/10.1080/09588221.2019.1681464
Dolores Castrillo, M. (2014). Language Teaching in MOOCs: the Integral Role of the Instructor. In E. Martin-Monje & Barcena, E. (Eds.) Language MOOCs: Providing Learning, Transcending Boundaries, De Gruyter Open Poland. https://doi.org/10.2478/9783110420067
Ekaterina, N. (2021). Distance Learning Practices on the Example of Second Language Learning during Coronavirus Epidemic in Russia. International Journal of Instruction, 14(3), 807-826. https://doi.org/10.29333/iji.2021.14347a
Erarslan, A. (2021). English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology & Online Learning, 4(2), 349-367. http://doi.org/10.31681/jetol.907757
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(86), http://dx.doi.org/10.3390/soc10040086 .
Goh, W., Ayub, E., Wong, S. Y., & Lim, C. L. (2017). The Importance of Teacher’s Presence and Engagement in MOOC Learning Environment: A Case Study. IEEE Conference on e-Learning, e-Management and e-Services (IC3e).
Gütl, C., Hernández Rizzardini, R., Chang, V., & Morales, M. (2014). Attrition in MOOC: Lessons Learned from Drop-Out Students. L. Uden et al. (Eds.) Learning Technology for Education in Cloud, Third International Workshop, LTEC 2014 Santiago, Chile, September 2–5, 2014 Proceedings.
Hazaea, A.N., Bin-Hady, W.R., & Toujani, M.M. (2021). Emergency Remote English Language Teaching in the Arab League Countries: Challenges and Remedies. Computer-Assisted Language Learning Electronic Journal(CALL-EJ), 22(1), 201-222.
Henderikx, M., Krejins, K., & Kalz, M. (2018). A Classification of Barriers that Influence Intention Achievement in MOOCs. 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings
Impey, C., & Formanek, M. (2021). MOOCS and 100 Days of COVID: Enrollment surges in massive open online astronomy classes during the coronavirus pandemic. Social Sciences & Humanities Open, 4(1), https://doi.org/10.1016/j.ssaho.2021.100177
Jiang, L. (2022) Factors influencing EFL teachers’ implementation of SPOC-based blended learning in higher vocational colleges in China: A study based on grounded theory. Interactive Learning Environments, DOI: 10.1080/10494820.2022.2100428
Johnson, A.P. (2014). Eylem araştırması el kitabı. Çev. Ed. Y. Uzuner, M. Özten Anay, Ankara: Anı.
Koseoglu, S., & Koutropoulos, A. (2016). Teaching Presence in MOOCs: Perspectives and Learning Design Strategies. Proceedings of the 10th International Conference on Networked Learning 2016, Edited by: Cranmer S, de Laat M, Ryberg T & Sime, JA.
Köklü, N. (1993). Eylem araştırması. Ankara Üniversitesi Eğitim Bilimleri Dergisi, 26 (2), 357-366.
Lounsbury, J. W., Levy, J. J., Park, S. H., Gibson, L. W., & Smith, R. (2009). An investigation of the construct validity of the personality trait of self-directed learning. Learning and Individual Differences, 19(4), 411-418.
Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11(4), 351-362. https://dx.doi.org/10.24093/awej/vol11no4.23
Mills, G. (2003). Action research: A guide for the teacher researcher (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Muftah, M. (2022). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review, DOI 10.1108/PRR-10-2021-0060.
Namestovski, Z., Major, L., Molnar, G., Szuts, Z., Esztelecki, P., & Korösi, G. (2018). External Motivation, the Key to Success in the MOOCs Framework. Acta Polytechnica Hungarica, 15(6).
Nethi, V. & Murray, A. (2014). Potential for MOOCs in foreign language teaching. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT.
Orsini-Jones, M., Pibworth-Dolinski, L., Cribb, M., Brick, B., Gazeley-Eke, Z., Leinster, H., & Lloyd, E. (2015). Learning about language learning on a MOOC: how Massive, Open, Online and “Course”? In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 450-457). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2015.000374
Palacios-Hidalgo, F.J., Huertas-Abril, C.A., & Gomez-Parra, M.E. (2020). MOOCs: Origins, Concept and Didactic Applications: A Systematic Review of the Literature (2012–2019). Technology, Knowledge and Learning, 25, 853–879. https://doi.org/10.1007/s10758-019-09433-6
Perifanou, M. A., & Economides, A. A. (2014). Moocs For Foreıgn Language Learnıng: An Effort To Explore And Evaluate The Fırst Practıces. Proceedings of INTED2014 Conference 10th-12th March 2014, Valencia, Spain.
Reparaz, C., Aznarez-Sanado, M., & Mendoza, G. (2020). Self-regulation of learning and MOOC retention. Computers in Human Behavior, 111, https://doi.org/10.1016/j.chb.2020.106423
Romeo, K. (2012) Language Learning MOOCs? https://www.stanford. edu/group/ats/cgi-bin/hivetalkin/?p=3011.
Rubio, F. (2013, February 12). Why I love and hate my Spanish MOOC [Blog post]. Retrieved from http://blog.coerll.utexas.edu/why-i-loveand-hate-my-spanish-mooc
Salas-Rueda, R-A., Castaneda—Martinez, R., Eslava—Cervantes, A-L., & Alvarado-Zamorano, C. (2022). Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic. Contemporary Educational Technology, 14(1), https://doi.org/10.30935/cedtech/11479
Semenova, T. (2022). The role of learners’ motivation in MOOC completion. Open Learning: The Journal of Open, Distance and e-Learning, 37(3), 273-287. https://doi.org/10.1080/02680513.2020.1766434
Siemens, G. (2013). Massive open online courses: Innovation in education. In McGreal, R., Kinuthia W., & Marshall S. (Eds), Open educational resources: Innovation, research and practice (pp. 5–16). Vancouver: Commonwealth of Learning and Athabasca University
Singh, A., & Sharma, A. (2021). Acceptance of MOOCs as an alternative for internship for management students during COVID-19 pandemic: an Indian perspective. International Journal of Educational Management, 35(6), 1231-1244.
Stevens, V. (2013). What’s with the MOOCs? TESL-EJ: Teaching English as a Second or Foreign Language, 16(4).
Tlili, A., Altınay, F., Altınay, Z., Aydın, C.H., Huang, R., & Sharma, R.C. (2022). Reflections On Massive Open Online Courses (MOOCs) During The Covid-19 Pandemic: A Bibliometric Mapping Analysis. Turkish Online Journal of Distance Education-TOJDE, 23(3).
Tsai, S. (2019) Implementing interactive courseware into EFL business writing: computational assessment and learning satisfaction. Interactive Learning Environments, 27:1, 46-61, DOI: 10.1080/10494820.2018.1451896
Vodolazskaya, A. (29 January, 2020). How the 2010s changed the education market. https://investforesight.com/how-the-2010s-changed-the-education-market/
Yaşar, M.Ö. (2020). Can MOOCs Promote EFL Learners’ English Communication Skills? Language and Technology, 2(1), 1-15.
Yildirim, D. (June 17, 2015). xMOOCs – cMOOCs – bMOOCs ??. Thinker Bell.
Zboun, J. S., & Farrah, M. (2021). Students' Perspectıves of Onlıne Language Learnıng Durıng Corona Pandemıc: Benefıts And Challenges. Indonesian EFL Journal (IEFLJ), 7(1), 13-20. https://doi.org/10.25134/ieflj.v7i1.3986
Zhu, M. (2022). Designing and delivering MOOCs to motivate participants for self-directed learning, Open Learning: The Journal of Open, Distance and e-Learning, DOI: 10.1080/02680513.2022.2026213
Zikmund, W. G. (1997). Business research methods (5. Edition). Orlando: The Dryden Press.

Details

Primary Language

English

Subjects

Lifelong learning

Journal Section

Research Article

Authors

Nazife Sen Ersoy ^*
0000-0002-3335-7538
Türkiye

Yunus Dogan
0000-0002-5038-3404
Türkiye

Publication Date

October 1, 2023

Submission Date

December 18, 2022

Acceptance Date

February 3, 2023

Published in Issue

Year 2023 Volume: 24 Number: 4

DOI

https://doi.org/10.17718/tojde.1220697

IZ

https://izlik.org/JA77YC49LS

APA

Sen Ersoy, N., & Dogan, Y. (2023). SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS. Turkish Online Journal of Distance Education, 24(4), 348-361. https://doi.org/10.17718/tojde.1220697

AMA

1.Sen Ersoy N, Dogan Y. SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS. TOJDE. 2023;24(4):348-361. doi:10.17718/tojde.1220697

Chicago

Sen Ersoy, Nazife, and Yunus Dogan. 2023. “SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS”. Turkish Online Journal of Distance Education 24 (4): 348-61. https://doi.org/10.17718/tojde.1220697.

EndNote

Sen Ersoy N, Dogan Y (October 1, 2023) SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS. Turkish Online Journal of Distance Education 24 4 348–361.

IEEE

[1]N. Sen Ersoy and Y. Dogan, “SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS”, TOJDE, vol. 24, no. 4, pp. 348–361, Oct. 2023, doi: 10.17718/tojde.1220697.

ISNAD

Sen Ersoy, Nazife - Dogan, Yunus. “SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS”. Turkish Online Journal of Distance Education 24/4 (October 1, 2023): 348-361. https://doi.org/10.17718/tojde.1220697.

JAMA

1.Sen Ersoy N, Dogan Y. SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS. TOJDE. 2023;24:348–361.

MLA

Sen Ersoy, Nazife, and Yunus Dogan. “SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS”. Turkish Online Journal of Distance Education, vol. 24, no. 4, Oct. 2023, pp. 348-61, doi:10.17718/tojde.1220697.

Vancouver

1.Nazife Sen Ersoy, Yunus Dogan. SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS. TOJDE. 2023 Oct. 1;24(4):348-61. doi:10.17718/tojde.1220697

Cited By

Integration of Massive Open Online Courses (MOOCs) in Teaching English Grammar in Tertiary Education

International Journal of Computer-Assisted Language Learning and Teaching

https://doi.org/10.4018/IJCALLT.378309