Blended MOOCs; Second Language Learning; TOEIC; Learning Satisfaction

BlendedMOOCs Second Language Learning TOEIC Learning Satisfaction

SectionOne:

Accordingto Thorne (2003), as higher education develops around the globe,MOOCs play a fundamental role, p.33. The level of enrollment in MOOCsis increasing because these active classes connect all studentsaround the globe and increase the access to high-quality educationfor all. The online courses enable the students to learn about newtopics with few risks (Fox, 2013, p.53). Blended MOOCs offer aninteractive learning experience for both traditional andnon-traditional students. Edx.org and cousera.org have found out thatMOOCs provide to students educational opportunities that were onlyavailable to a small fraction of the population (Wankel, Blessinger,Stanaityte, &amp Washington, 2013, p.137). According to theresearch conducted by these two organizations, MOOCs offers studentsactive classes that enable them to be responsible each week forlearning material. It also offers students with relevant feedback asgrading are done by a computer (Lynch,&amp Dembo, 2004, p.2).Students, therefore, are able to get immediate feedback and in thelong-run are encouraged to master the topics before moving to thenext topics. In order to interpret the students’ performance of theTOEIC, Wilson (1989) carried out a study to investigate therelationship between the students’ performance on LanguageProficiency Interview (LPI) and online learning. The resultsindicated that students have the ability to read and comprehend bythemselves than when they engage in face-to-face conversation withtheir teachers. The researcher suggested that the information relayedby TOEIC performance and online learning needs to be linked todetermine the ability of students to increase their performance inlearning institutions. The popularity of blended MOOCs has enabledadult students who have many family responsibilities, those who leadbusy lives and those who must work while attending classes to geteducation conveniently (Issa, &amp Isaias, 2015, p.2). Blendedlearning offers instructions that match the skills of studentsenabling them to get the experiences that make them get bettergrades. The research conducted by Columbia University indicates thatmore than 41% of students enrolled to MOOCs because they wanted toget good grades and relevant experiences that cannot be offered inclass (Wankel, Blessinger, Stanaityte, &amp Washington, 2013, p.34).The researchers of &quota summary of a cluster of related studies&quotstate that, &quotthere will be no grand unifying theory of MOOCs&quotand that &quotopen online courses are neither useless nor thesalvation of higher-education.&quot All the above studies prove trueas they provide quantitative evidence about MOOCs (Allen, &ampSeaman, 2013, p.76)

SectionTwo:

BlendedMOOCs increases students` satisfaction as it prepares them to dealwith the real life. The modern students live in the world where theyare required to have information at their fingertips. The level ofsatisfaction is achieved in such a way that students can get therequired information anytime they want to know (Keengwe, &ampAgamba, 2015, p.8). They can also explore new ideas and find outunderstanding of those ideas. Blended MOOCs enable teachers to havepositive attitudes towards teaching as it allows them to focus onhuman interactions. MOOCs facilitate a strong and positiverelationship between teachers and students because it alleviates manyof the teaching burdens (Mandal, 2013, p.94). Blended MOOCs combinesthe best face-to-face and online instructions to improve thestudents` satisfaction and increase students` access to educationalmaterials in a cost-effective way. A larger percentage of test-takersin a research conducted by Wilson (1989) indicated that the reasonfor combining TOEIC and online learning was to improve students’and teachers’ satisfaction in the learning institutions. AnEduventures research conducted on 20000 adult students concluded that19% of the respondents were enrolled in MOOCs (Horn, Staker, &ampChristensen, 2015, p.70). However, the results also found out that33% of the respondents considered it as a preferred way of learning.This suggests that the demand for the hybrid and MOOCs blendedcourses exceeds the number that the Universities and colleges wereoffering to students (McKay, &amp Lenarcic, 2015, p.176). Theresults from Campus Computing Project indicate that 60.5% of theuniversities prefer MOOCs as an important component of delivering andcreating content for students. All the studies indicate that MOOCs isbeneficial to both the students and teachers in the learning process(Tucker, 2012, p.67). The level of students` satisfaction can be seenas the studies indicate that lecture capture and blended learning arewidely used by teachers and students when offered a chance to do so(Li, 2015, p.22).

References

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