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Download full textBeirne, Elaine; Mhichíl, Mairéad Nic Giolla; Cleircín, Gearóid Ó – Research-publishing.net, 2017
Many of the major Massive Open Online Course (MOOC) platforms support learning approaches which can be roughly categorised as transmission-based and asynchronous (Morris & Lambe, 2014), with limited forms of interactive elements. Language learning is viewed within this study as an active process which includes knowledge, skills, and cultural…
Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education
Perifanou, Maria – Research-publishing.net, 2016
The advent of Massive Open Online Courses (MOOCs) has dramatically changed the way people learn a language. But how can we design an efficient language learning environment for a massive number of learners? Are there any good practices that showcase successful Massive Open Online Language Course (MOOLC) design strategies? According to recent…
Descriptors: Online Courses, Large Group Instruction, Second Language Instruction, Teaching Methods
Gimeno-Sanz, Ana – Research-publishing.net, 2017
The authors of the "Learn Spanish: Basic Spanish for English Speakers" Massive Open Online Course (MOOC) explored how registered users interacted amongst themselves, providing peer-support and becoming "tutors" to their peers. The analysis was based on data collected through two surveys, as well as through comments on a…
Descriptors: Spanish, Second Language Instruction, Large Group Instruction, Online Courses
Huang, Chung-Kai; Lin, Chun-Yu; Lin, Zih-Cin; Wang, Cui – International Association for Development of the Information Society, 2017
In a globalized digital age, the creation of curriculum innovation, along with the way we deliver course content has a great impact on preparing and equipping students with the knowledge and skills needed to succeed in the workplace. The affordance of connectivity of Massive Open Online Courses (MOOCs) has provided new opportunities for higher…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
Bárkányi, Zsuzsanna; Melchor-Couto, Sabela – Research-publishing.net, 2017
This paper examines learner attitudes, self-efficacy beliefs, and anxiety in a beginners' Spanish Language Massive Open Online Course (LMOOC) by answering three research questions: (1) how do learners feel about acquiring speaking skills on an LMOOC?; (2) do they experience anxiety with regards to speaking?; and (3) do their self-efficacy beliefs…
Descriptors: Student Attitudes, Self Efficacy, Anxiety, Online Courses
Daniell, Linda; Hogan, Vivienne – Australian Association for Research in Education (NJ1), 2012
The focus of the research was to develop a model for effective learning and teaching of sociology in a large class to promote active engagement with first year undergraduate student teachers and encourage deep learning. By seeking regular feedback from students and recording their own reflections on each lecture, the teaching team and…
Descriptors: Large Group Instruction, Learning Strategies, Educational Strategies, Student Teachers
Lee, Virginia S.; Williford, Lynn E. – 1997
This study compared African-American and white college students' perceptions of the educational environment within large lecture classes. A total of 124 African-American students and 1,143 white students in 27 classes with enrollments of more than 70 students completed surveys as part of a larger study on student perceptions of postsecondary…
Descriptors: Affective Behavior, Black Students, Class Size, College Students
