MOOCs and Blended Learning

MOOCsand Blended Learning

MOOCsand Blended Learning

Interactionis a very imperative element in language teaching (Hecking et al.,2014). It is a social process making meaning and interpreting theresults of the aspects of language (Clarke, 2013). Interaction allowsan active engagement with ideas (Scarino &amp Liddicoat, 2009). Inlearning, it has to be purposeful for the participants. It alsocreates a sense of identity since it is a basic human instinct (Duff,2012). Interactive language learning requires a platform that joinsthe student to other resources and resource persons for easy accessof information (Holotescu et al., 2014). Massive open online courses(MOOCs) provide such a platform (Gaebel, 2014). Blended MOOCs createsa platform of interaction (Holotescu et al., 2014).

Accordingto Blom,Verma, Li, Skevi, and Dillenbourg, (2013) the blended MOOCS areessential because they help to improve diverse forms of interaction. First, it enhances teacher-learner interaction. Through a blendedapproach, the teachers cater for the specialized needs of everylearner (De Waard et al., 2012). Learners dig for information that isconsistent with the knowledge gaps that they have (Cooper &ampSahami, 2013).Learners also have distinct interests in studies andteachers cannot take them as a homogenous group (Bruff et al.,2013).For this reason, blending of courses through the MOOCs helpslearners to choose the courses that suit them (Milligan et al.,2013).

Secondly,it enhances learner to learner interaction (Martin, 2012).Individualscan share information and ideas through the platform (Bruder, 2015Bonk, 2015).Since it is an online platform, learners from differentparts of the world can send and receive customized materials toincrease their knowledge (Blom et al., 2013).

Finally,the blended MOOCs facilitate the interaction between learners andeducative materials that are available online (Iovine, N. &ampKahler, 2014).Teachers can upload learning materials like videos,textbooks and website links (Morris, 2013). These containinformation that is consistent with the learners’ knowledge gaps.

Inconclusion, interaction is a valuable component in language learning.It facilitates the students to approach learning ideas from an activeperspective. The MOOCS is specifically essential in that theyimprove the interaction between students and instructors,student-to-student, as well as students and academic materials.

References

Blom,J., Verma, H., Li, N., Skevi, A., &amp Dillenbourg, P. (2013). MOOCsare more social than you believe. eLearningPapers.

Bruder,P. (2015). Using MOOCs as a Blended Learning Tool. New JerseyEducation Association. Retrieved fromhttps://www.njea.org/news-and-publications/njea-review/april-2014/using-moocs-as-a-blended-learning-tool

Bruff,D. O., Fisher, D. H., McEwen, K. E., &amp Smith, B. E. (2013).Wrapping a MOOC: Student perceptions of an experiment in blendedlearning. MERLOTJournal of Online Learning and Teaching,9(2),187-199.

Clarke,T. (2013). The advance of the MOOCs (massive open online courses) Theimpending globalisation of business education?. Educationand Training,55(4/5),403-413.

Cooper,S., &amp Sahami, M. (2013). Reflections on Stanford`s MOOCs.Communicationsof the ACM,56(2),28-30.

DeWaard, I., Koutropoulos, A., Hogue, R. J., Abajian, S. C., Keskin, N.Ö., Rodriguez, C. O., &amp Gallagher, M. S. (2012). Merging MOOCand Learning for increased learner interactions. InternationalJournal of Mobile and Blended Learning (IJMBL),4(4),34-46.

Duff,P. (2012). Identity, agency, and second language acquisition.Handbookof second language acquisition,410-426.

Gaebel,M. (2014). MOOCs:Massive open online courses.Brussels: EUA.

Bonk,C. J. (2015). MOOCsand open education around the world.

Hecking,T., Ziebarth, S., &amp Hoppe, H. U. (2014, March). Analysis ofdynamic resource access patterns in a blended learning course. InProceedingsof the Fourth International Conference on Learning Analytics andKnowledge(pp. 173-182). ACM.

Holotescu,C., Grosseck, G., Cretu, V., &amp Naaji, A. (2014, October).Integrating MOOCs in Blended Courses. In TheInternational Scientific Conference eLearning and Software forEducation(Vol. 4, p. 243). Carol I.: National Defence University.

Iovine,N. &amp Kahler, J. (2014). MOOCsand Blended Learning Trends in Teaching and Learning retrieved fromhttps://www.google.com/search?q=interaction+in+Blended+Learning+in+MOOCs&amphl=en&ampauthuser=0#

Martin,N. (2012). MOOCs are Massive. Training&amp Development,39(5),32.

Milligan,C., Littlejohn, A., &amp Margaryan, A. (2013). Patterns ofengagement in connectivist MOOCs. MERLOTJournal of Online Learning and Teaching,9(2).

Morris,L. V. (2013). MOOCs, Emerging Technologies, and Quality. InnovativeHigher Education,38(4),251-252.

Scarino,A., &amp Liddicoat, A. (2009). Teachingand learning languages: A guide.Melbourne: Curriculum Corporation.