The MOOC-CLIL Project: Using MOOCs to Increase Language, and Social and Online Learning Skills for 5th Grade K-12 Students

Autor/inn/en	de Waard, Inge; Demeulenaere, Kathy
Titel	The MOOC-CLIL Project: Using MOOCs to Increase Language, and Social and Online Learning Skills for 5th Grade K-12 Students
Quelle	(2017), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Online Courses; Large Group Instruction; Educational Technology; Technology Uses in Education; Language Skills; Social Development; Learning Strategies; Foreign Countries; Secondary School Students; Teaching Methods; Lifelong Learning; Peer Teaching; Critical Thinking; Independent Study; Questionnaires; Focus Groups; Second Language Learning; English (Second Language); French; Belgium; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Language skill; Sprachkompetenz; Soziale Entwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Life-long learning; Lebenslanges Lernen; Peer group teaching; Peer Group Teaching; Kritisches Denken; Selbststudium; Fragebogen; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Belgien
Abstract	This study comprises the outcomes and methods of a one year project using Content and Language Integrated Learning (CLIL) and Massive Open Online Courses (MOOCs) embedded in K-12 classes. The Self-Regulated Learning (SRL) of 42 students enrolled in three 5th grade classes were monitored. The students took the MOOCCLIL class for one year (2015-2016) at the Guldensporencollege (GUSCO), a Belgian secondary school in Kortrijk. In this weekly, two-hour class, the 16-17 year old students were increasingly guided towards autonomously choosing and learning from MOOCs in a nonnative language. At the last phase of the project, the students were asked to autonomously choose and engage in a MOOC. The study used a three step approach to increase autonomous, online learning. Students could choose from French and English MOOCs, while their mother tongue is Flemish (Belgian Dutch). The project consisted of a practical teaching/learning approach rolled out by the teachers, and a research approach enabling a step-by-step evaluation of self-regulated learning. Findings include an increase of practical language use, confidence in planning autonomous learning, and increased social learning skills. [For the complete volume, "Beyond the Language Classroom: Researching MOOCs and Other Innovations," see ED574781.] (As Provided).
Anmerkungen	Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01