Understanding Learner Autonomy through MOOC-Supported Blended Learning Environments: An Investigation into Chinese MA ELT Students' Beliefs

Autor/in	Jiao, Yan
Titel	Understanding Learner Autonomy through MOOC-Supported Blended Learning Environments: An Investigation into Chinese MA ELT Students' Beliefs
Quelle	(2018), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Second Language Instruction; Online Courses; Teaching Methods; English (Second Language); Language Teachers; Masters Programs; Graduate Students; Student Attitudes; Video Technology; Recall (Psychology); Teacher Education; Applied Linguistics; Microteaching; Independent Study; Personal Autonomy; Semi Structured Interviews; Teaching Experience; Asians; Foreign Countries; Online Surveys; Open Education; Futures (of Society); Student Centered Learning; United Kingdom (Coventry) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Abberufung; Lehrerausbildung; Lehrerbildung; Linguistics; Linguistik; Angewandte Linguistik; Selbststudium; Individuelle Autonomie; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Offene Erziehung; Offener Unterricht; Future; Society; Zukunft; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	This short paper attempts to investigate how the FutureLearn Massive Open Online Course (MOOC) blend, integrated into the module Theories, Methods, and Approaches of Language Learning and Teaching on the Master of Arts (MA) in English Language Teaching and Applied Linguistics at Coventry University, affected Chinese MA students' perceptions of learner autonomy and their teaching practice. The findings are supported by the data collected from an online survey, individual semi-structured interviews, and Video Stimulated Recall (VSR) interviews based on microteaching practices carried out by participants for the module Teaching English in Higher Education. The study identified a gap between experienced teachers' theoretical beliefs on learner autonomy and their microteaching practice, which could be influenced by their prior teaching experience in the traditional teacher-centred Chinese educational context. [For the complete volume, "Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL," see ED585277.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01