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Integrating MOOCs into Traditional UK Higher Education: Lessons Learnt from MOOC-Blend Practitioners
de Lima Guedes, Karla K. – Research-publishing.net, 2020
Tertiary teaching is going through transformations as a result of web affordances, open access, and online learning platforms, such as Massive Open Online Courses (MOOCs). Some academics are taking advantage of MOOCs by integrating them into their teaching practice. This study investigates why some UK lecturers are blending MOOCs into their…
Descriptors: Online Courses, Open Education, Technology Integration, Higher Education
Christoforou, Maria; Xerou, Eftychia; Papadima-Sophocleous, Salomi – Research-publishing.net, 2019
Immersion through Virtual Reality (VR) gives the subjective impression that the learner has a realistic experience (Dede, 2009). The pedagogical potential of VR provides the means of enabling constructivist places of contextualised learning. This paper aims to examine the potential the VR application "Mondly" may have to maximise…
Descriptors: Computer Simulation, Second Language Learning, Second Language Instruction, Foreign Countries
Hashimoto, Shin'ichi; Fukuda, Eri; Okazaki, Hironobu – Research-publishing.net, 2015
This paper reports on a study which investigated the effectiveness of an explicit instruction approach in a Japanese university setting with third-year science and technology students in an English for Specific Purposes (ESP) course. The two aims of this study were: 1) to explore changes in students' attitudes and understanding of summary writing,…
Descriptors: Foreign Countries, College Students, English for Special Purposes, Writing Skills
Papadima-Sophocleous, Salomi; Loizides, Fernando – Research-publishing.net, 2016
This article examines the impact of online synchronous tutorials on eight second language (L2) practitioners enrolled in a Master of Arts (MA) in Computer-Assisted Language Learning (CALL) L2 Curriculum Development and Evaluation module. The module is delivered asynchronously and synchronously (lecture). To accommodate immediate interaction to the…
Descriptors: Educational Technology, Technology Uses in Education, Synchronous Communication, Asynchronous Communication
Westerholm, Kirsi; Räsänen, Anne – Research-publishing.net, 2015
The internationalisation of universities often means that the language of learning and teaching needs to be changed -- at present most commonly to English. Apart from English-speaking countries, then, most European universities offer their degree programmes in a language that is not the first language of either the students or the teachers. This…
Descriptors: Foreign Countries, Teacher Competencies, Global Approach, Masters Programs
Hernandez-Nanclares, Nuria; Jimenez-Munoz, Antonio – Research-publishing.net, 2016
The European Higher Education Area (EHEA) in Spain has increased the number of degrees taught through English, although secondary schools do not ensure an appropriate set of linguistic skills for bilingual degrees. A holistic, accountable model for Information and Communications Technology (ICT)-supported learning can give students the adequate…
Descriptors: Foreign Countries, Information Technology, Language of Instruction, English