Learning Design Preferences in LMOOCs

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI:10.4018/ijcallt.291106

Cristina A. Huertas-Abril, B. Muszyńska

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引用次数: 0

Abstract

Massive Open Online Courses (MOOCs) have come to stay supported by the development of educational technologies, and within them Language MOOCs (LMOOCs) are a phenomenon that has risen expectations but also shown their limitations. This study aims at comparing students’ preferences from two universities (UCO, Spain, and ULS, Poland) regarding the learning design preferences of LMOOCs and analyze whether there are differences based on sociocultural context, gender and educational stage. The respondents (n = 260) stated to be in favor of a balance between the constructivist and instructionist educational practices in online language courses. The findings reveal significant differences regarding LMOOCs learning and feedback design in terms of gender and sociocultural context, while no significant differences were found between undergraduate and postgraduate students. These results may be used to plan innovative and effective learning situations that suit learners’ needs and preferences, which should lead to higher quality of learning, and higher learner engagement and satisfaction.

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LMOOCs中的学习设计偏好

大规模在线开放课程(MOOCs)一直受到教育技术发展的支持，其中语言mooc (LMOOCs)是一种现象，人们对它的期望越来越高，但也显示出其局限性。本研究旨在比较两所大学(西班牙UCO和波兰ULS)的学生对LMOOCs学习设计的偏好，并分析是否存在社会文化背景、性别和教育阶段的差异。受访者(n = 260)表示赞成在线语言课程中建构主义和指导主义教育实践之间的平衡。研究发现，在LMOOCs学习和反馈设计方面，不同性别和社会文化背景的学生存在显著差异，而本科生和研究生之间没有显著差异。这些结果可用于规划创新和有效的学习情境，以满足学习者的需求和偏好，从而提高学习质量，提高学习者的参与度和满意度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.