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Fecha
2014-09-04
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Elsevier
Citas
Resumen
This paper explores the challenges of receiving feedback in a language MOOC and proposes a model for social feedback that aims to develop students’ foreign language written skills. The experience of the first edition of the first language MOOC in Spain, a course on Professional English undertaken by the authors, and the design of its second edition on the basis of such experience are presented. Particular attention is paid to certain aspects of the course such as the change of role of the teacher away from being an instructor, how to provide effective feedback with such a potentially unbalanced teacher-student ratio, and how to keep student motivation and involvement up.
Descripción
The registered version of this article, first published in Procedia - Social and Behavioral Sciences, is available online at the publisher's website: Elsevier , https://doi.org/10.1016/j.sbspro.2014.05.089
La versión registrada de este artículo, publicado por primera vez en Procedia - Social and Behavioral Sciences, está disponible en línea en el sitio web del editor: Elsevier , https://doi.org/10.1016/j.sbspro.2014.05.089
La versión registrada de este artículo, publicado por primera vez en Procedia - Social and Behavioral Sciences, está disponible en línea en el sitio web del editor: Elsevier , https://doi.org/10.1016/j.sbspro.2014.05.089
Categorías UNESCO
Palabras clave
Language MOOCs, social feedback, written production, student motivation and engagement
Citación
Ventura, P., Barcena, E., & Martin-Monje, E. (2014). Analysis Of The Impact Of Social Feedback On Written Production And Student Engagement In Language Moocs. Procedia - Social and Behavioral Sciences.4TH WORLD CONFERENCE ON LEARNING TEACHING AND EDUCATIONAL LEADERSHIP (WCLTA-2013), 141, 512-517. https://doi.org/10.1016/J.SBSPRO.2014.05.089
Centro
Facultad de Filología