The Role of Scaffolding in LMOOCs for Displaced People

Abstract

This article presents the results of an analysis of how passive and active scaffolding, as types of structured student learning support, can be provided for refugees and migrants in Language MOOCs (LMOOCs). It focuses on the nature of such scaffolding and what effect it has on learning. After an analysis of the theoretical aspects of supporting refugees and migrants in this type of course a case study is presented. This study focuses on the inclusion of scaffolding in the design, development and running of two Spanish LMOOCs for immediate needs, created within the MOONLITE[1] project in collaboration with support groups for displaced people. The results of the study support the use of scaffolding as a mechanism that improves the course completion rates (increasing from the usual figure of around 10% to 31% and 30% in the respective courses), language learning, and the overall satisfaction and motivation of the students.   [1] Massive Open Online courses eNhancing LInguistic and TransvErsal skills for social inclusion and employability. ERASMUS+ project number: 2016-1-ES01-KA203-025731