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Fecha
2024-05-10
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Cambridge University Press
Citas
Resumen
Language MOOC research has experienced a notable evolution from practice to conceptuality since its emergence as a subdiscipline of computer-assisted language learning. The versatility of the MOOC format for language learning has led to experimental designs that combine linguistic acquisition with other educational activities. This has been considered to be conducive to new ways of understanding how language learning occurs in LMOOCs, although there is no solid classification of LMOOCs subtypes to date based on course design. This study aimed to contribute to the conceptualisation of the field by creating a taxonomy for existing LMOOCs. Grounded theory strategies were adopted, so evidence was systematically collected to develop conceptual categories based on a thorough analysis process of the syllabus and short description of 432 courses. As a result, six LMOOC modalities emerged from the analysis: general language learning LMOOCs, LMOOCs for academic purposes, LMOOCs for professional purposes, LMOOCs focused on a specific language skill development, cultural-oriented LMOOCs, and meta-language learning LMOOCs. This study means a significant contribution to the LMOOC research field inasmuch as it is one of the first empirical-based attempts to broaden the definition of LMOOC.
Descripción
The registered version of this article, first published in ReCALL, is available online at the publisher's website: Cambridge University Press, https://doi.org/10.1017/S0958344024000132
La versión registrada de este artículo, publicado por primera vez en ReCALL, está disponible en línea en el sitio web del editor: Cambridge University Press, https://doi.org/10.1017/S0958344024000132
La versión registrada de este artículo, publicado por primera vez en ReCALL, está disponible en línea en el sitio web del editor: Cambridge University Press, https://doi.org/10.1017/S0958344024000132
Categorías UNESCO
Palabras clave
language MOOC, LMOOC, conceptualisation, course diversity, analysis of content, grounded theory
Citación
Díez-Arcón, P., & Agonács, N. (2024). Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators. ReCALL, 36(3), 324–342. DOI: 10.1017/S0958344024000132.
Centro
Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales