Supportiveness of language MOOCs for self-regulated learning : a review of commercial language MOOCs on the market

Ruofei ZHANG; Di ZOU; Gary CHENG; Haoran XIE; Fu Lee WANG

doi:10.1504/IJMLO.2022.124181

Supportiveness of language MOOCs for self-regulated learning : a review of commercial language MOOCs on the market

Ruofei ZHANG, Di ZOU, Gary CHENG^*, Haoran XIE, Fu Lee WANG

^*Corresponding author for this work

Department of Computing and Decision Sciences

Research output: Journal Publications › Journal Article (refereed) › peer-review

2 Citations (Scopus)

Abstract

MOOCs have been frequently applied as an effective approach to language education, especially when they can support self-regulated learning. However, few studies have discussed the supportiveness of using MOOCs for language education (i.e. language MOOCs) on the market for self-regulated learning. This study therefore presents a review of 78 commercial language MOOCs on the market, focusing on the supportive MOOC features for self-regulated learning. From this review, we identify that language MOOCs can support self-regulated learning by pre- and post-course surveys, frequently asked questions, information about instructors, follow-up questions, previews, summaries, discussion forums, social networking, learning progress bars, system-generated emails, multimedia supplementary learning materials, instructional games, wiki-based collaborative writing activities, as well as quizzes and final exams graded by peers and instructors. This study also discusses the implications of the results for the practitioners, designers and researchers of language MOOCs.

Original language	English
Pages (from-to)	323-348
Number of pages	26
Journal	International Journal of Mobile Learning and Organisation
Volume	16
Issue number	3
Early online date	9 Jun 2022
DOIs	https://doi.org/10.1504/IJMLO.2022.124181
Publication status	Published - Jun 2022

Bibliographical note

Funding Information:
Gary Cheng is an Associate Professor in the Department of Mathematics and Information Technology at The Education University of Hong Kong (EdUHK). He has been involved in research projects funded by EdUHK and the Research Grant Council of Hong Kong on a range of topics mainly related to technology enhanced learning. His research interests include but are not limited to: information technology supported L2 learning, ePortfolio-mediated learning, computer programming education, online learning management system, e-assessment and learning analytics.

Publisher Copyright:
Copyright © 2022 Inderscience Enterprises Ltd.

Keywords

computer-assisted language learning
distant learning
language learning
mobile-based language learning
MOOC
self-regulated learning
technology-enhanced learning

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1504/IJMLO.2022.124181

Cite this

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abstract = "MOOCs have been frequently applied as an effective approach to language education, especially when they can support self-regulated learning. However, few studies have discussed the supportiveness of using MOOCs for language education (i.e. language MOOCs) on the market for self-regulated learning. This study therefore presents a review of 78 commercial language MOOCs on the market, focusing on the supportive MOOC features for self-regulated learning. From this review, we identify that language MOOCs can support self-regulated learning by pre- and post-course surveys, frequently asked questions, information about instructors, follow-up questions, previews, summaries, discussion forums, social networking, learning progress bars, system-generated emails, multimedia supplementary learning materials, instructional games, wiki-based collaborative writing activities, as well as quizzes and final exams graded by peers and instructors. This study also discusses the implications of the results for the practitioners, designers and researchers of language MOOCs.",

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Supportiveness of language MOOCs for self-regulated learning : a review of commercial language MOOCs on the market

Abstract

Bibliographical note

Keywords

UN SDGs

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