MOOCs in language education and professional teacher development: possibilities and potential

Manning, C., Morrison, B. R. and McIlroy, T. (2014) MOOCs in language education and professional teacher development: possibilities and potential. Studies in Self-Access Learning Journal, 5(3), pp. 294-308.

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Massive Open Online Courses (MOOCs) developed from the traditions of distance and selfaccess learning, and are growing in popularity. As a new and exciting area of education, the potential of MOOCs to transform education by allowing free access to courses for anyone with the access to technology and the internet has potential for teachers and learners to benefit from the courses offered. In this short article, three different perspectives on using MOOCs in educational contexts within Japan are discussed. The first describes a collaborative project in which one of the authors participated in a MOOC alongside a group of language learners. In the next, individual students pursuing self-directed language learning chose MOOCs to meet their various goals of knowledge and skill development as they prepared to study abroad. Finally, this article considers the role of MOOCs in professional teacher development through the reflections from a teacher participant. All three discussions relate their ideas to the themes of possibility and potential, while considering practical issues for language learners and educators.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Morrison, Dr Bob
Authors: Manning, C., Morrison, B. R., and McIlroy, T.
College/School:College of Arts > School of Modern Languages and Cultures > Language Centre
Journal Name:Studies in Self-Access Learning Journal
Publisher:Kanda University of International Studies
ISSN (Online):2185-3762
Copyright Holders:Copyright © 2014 Kanda University of International Studies
First Published:First published in Studies in Self-Access Learning Journal 5(3):294-308
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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