Who Wants to Learn English Online for Free?

Rubén Chacón-Beltrán; Raymond Echitchi

doi:10.17323/jle.2021.11906

Рубен Чакон-Бельтран UNED: Национальный университет дистанционного образования http://orcid.org/0000-0002-3055-0682
Раймонд Эчитчи UNED: Национальный университет дистанционного образования https://orcid.org/0000-0003-4154-7961

DOI: https://doi.org/10.17323/jle.2021.11906

Ключевые слова: языковые массовые открытые дистанционные курсы (МОДК), английский язык, дистанционное обучение, демографические показатели

Аннотация

Данное исследование демографических показателей направлено на то, чтобы помочь разработчикам массовых открытых дистанционных курсов (МОДК) в создании программ, которые будут более привлекательными для потенциальных учащихся, и таким образом помочь в борьбе с одним из главных недостатков МОДК: низкими показателями окончания курсов. Кроме того, поскольку мир борется с пандемией COVID-19, поиск альтернативных подходов к обучению неизбежен. Данные, представленные в этой статье, были получены с помощью анкетирования, проведенного в период с 2016 по 2020 год, в котором после регистрации приняли участие более 29 000 человек. Анкета включала в себя три вопроса с множественным выбором, относительно возраста, уровня образования и пола участников. Анкетирование показало, что большинство учащихся были взрослыми людьми среднего возраста, имеющими высшее образование. Кроме того, наши результаты, по-видимому, указывают на то, что учащиеся женского пола с большей вероятностью посещают курсы, чем их коллеги-мужчины. Вышеупомянутые результаты, которые дают представление о демографических данных МОДК по английскому как иностранному языку (EFL, English as a Foreign Language) в испаноязычных странах, являются хорошей отправной точкой для дальнейших исследований, которые в конечном итоге могут помочь органам просвещения узнать о влиянии МОДК по английскому как иностранному и способствовать расширению круга пользователей данных курсов.

Скачивания

Данные скачивания пока не доступны.

Биографии авторов

Рубен Чакон-Бельтран, UNED: Национальный университет дистанционного образования

Rubén Chacón-Beltrán is senior lecturer at the UNED (Universidad Nacional de Educación a Distancia) in Madrid, Spain, where he teaches undergraduate courses in English as a foreign language and sociolinguistics, and graduate seminars in bilingualism and corpus linguistics. Dean of the Faculty of Philology at the UNED since 2019. He holds a PhD in Applied English Linguistics and has taught at various Spanish universities. He is the editor of the Spanish journal, ELIA (Studies in Applied English Linguistics) and head of the research group TISAAL and for 12 years was director of UNED’s MA in English Applied Linguistics. His areas of interest are vocabulary teaching and learning, materials design, bilingual education and learner autonomy in digital contexts. He has been a visiting academic at various universities like The Open University, Swansea University, University of the West of England and Birmingham City University. He has been invited as plenary speaker to give academic talks in Argentina, Ecuador and Brazil. He has presented his research in many international conferences, as a speaker and as a guest speaker and he has published over 40 research papers and book chapters. Management Committee member in COST Action CA19102 ‘Language In The Human-Machine Era' (LITHME) https://www.cost.eu/actions/CA19102/. He has coedited some books such as Age in L2 acquisition and teaching (2006), Peter Lang; Insights into vocabulary teaching and learning (2010), Multilingual Matters; and The impact of affective variables in L2 teaching and learning (2010), University of Seville and Bilingual and Multilingual Education in the 21st Century: Building on Experience (2013), Multilingual Matters, Sociolinguistic (2015) UNED. He is also the coauthor of some teaching materials such as Gramática Inglesa para Hispanohablantes (2010; 2017), Cambridge University Press/UNED and English Skills for Independent Learners B2 (2010) Cambridge University Press/UNED.

Раймонд Эчитчи, UNED: Национальный университет дистанционного образования

Researcher and teaching assistant at Spain's National Distance Education University, based in Madrid (Spain). His duties mainly involve research, teaching (courses related to English as a Second Language and Linguistics), and the supervision of Master's dissertations.

Литература

Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Parada G. H. A., & Muñoz-Organero, M. (2014). Delving into participants' profiles and use of social tools in MOOCs. IEEE Transactions on Learning Technologies, 7(3), 260-266. DOI: https://doi.org/10.1109/TLT.2014.2311807

Anderson, A., Huttenlocher, D., Kleinberg, J., & Leskovec, J. (2014). Engaging with massive online courses. In Proceedings of the 23rd International Conference on World wide web (pp. 687-698). ACM. DOI: https://doi.org/10.1145/2566486.2568042

Bárcena-Madera, E., & Martín-Monje, E. (2014) Introduction. Language MOOCs: An emerging field. In E. Bárcena-Madera, & E. Martín-Monje (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp 1-15). De Gruyter Open. DOI: https://doi.org/10.2478/9783110420067.1

Bayeck, R.Y. (2016). Exploratory study of MOOC learners' demographics and motivation: The case of students involved in groups. Open Praxis, 8(3), 223-233. DOI: https://doi.org/10.5944/openpraxis.8.3.282

Beaven, T., Hauck, M., Comas-Quinn, A., Lewis, T., & de los Arcos, B. (2014). MOOCs: Strinking the right balance between facilitation and self-determination. MERLOT Journal of Online Learning and Teaching, 10(1), 31-43.

Caraker, R. (2016). Spain and the context of English language education. Research Bulletin, 92, 23-35.

Chacón-Beltrán, R. (2014). Massive online open courses and language learning: The Case for a beginner english course. Procedia. Social and Behavioural Sciences, 141, 22-246. DOI: https://doi.org/10.1016/j.sbspro.2014.05.042

Chacón-Beltrán, R. (2018). Vocabulary learning strategies outside the classroom context: What adults learn in a technology-based learner-centred environment. The Language Learning Journal, 46(5), 583-593. DOI: https://doi.org/10.1080/09571736.2018.1503135

Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. J. (2013). The MOOC phenomenon: Who takes massive open online courses and why? Social Science Research Network Working Paper. DOI: https://doi.org/10.2139/ssrn.2350964

Conole, G. (2013). Designing for learning in an open world. Springer. DOI: https://doi.org/10.1007/978-1-4419-8517-0

Cross, S. (2013). Evaluation of the OLDS MOOC curriculum design course: Participant perspectives, expectations, and experiences. OLDS MOOC Project. http://oro.open.ac.uk/37836.

Despujol, I. M., Turro, C., Busqueis, J., & Canero, A. (2014). Analysis of demographics and results of student's opinion survey of a large scale MOOC deployment for the Spanish speaking community. In Proceedings of Frontiers in Education Conference (pp. 1-8). IEEE. DOI: https://doi.org/10.1109/fie.2014.7044102

Dillahunt, T., Chen, B., & Teasley, S. (2014). Model thinking: Demographics and performance of MOOC students unable to afford a formal education. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 145-146). ACM. DOI: https://doi.org/10.1145/2556325.2567851

Fernandez Fontecha, A. (2010). Gender and motivation in EFL vocabulary production. In R.M. Jimenéz Catalán (Ed.), Gender perspectives on vocabulary in foreign and second languages (pp. 93-116). Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230274938_5

Grünewald, F., Mazandarani, E., Meinel, C., Teusner, R., Totschnig, M., & Willems, C. (2013). OpenHPI - A case-study on the emergence of two learning communities. In Proceedings of the Global Engineering Education Conference (pp. 13-15). IEEE. DOI: https://doi.org/10.1109/EduCon.2013.6530277

Jimenéz Catalán, R.M. (2010). Gender tendencies in lexical acquisition and use. In R.M. Jimenéz Catalán (Ed.), Gender perspectives on vocabulary in foreign and second languages (pp. 117-138). Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230274938

Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distance Learning, 15(1), 133-160. DOI: https://doi.org/10.19173/irrodl.v15i1.1651

Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. The International Review of Research In Open and Distributed Learning, 16(3), 341-358. DOI: https://doi.org/10.19173/irrodl.v16i3.2112

Li, K. (2019). MOOC learners' demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach.Computers and Education, 132, 16-30. DOI: https://doi.org/10.1016/j.compedu.2019.01.003

MacLeod, H., Sinclair, C., Haywood, J., & Woodgate, A. (2016). Massive open online courses: Designing for the unknown learner. Teaching in Higher Education, 21(1), 13-24. DOI: https://doi.org/10.1080/13562517.2015.1101680

Martín-Monje, E., Castrillo, M. D., & Mañana-Rodríguez, J. (2018). Understanding online interaction in language MOOCs through learning analytics.Computer Assisted Language Learning, 31(3), 251-272. DOI: https://doi.org/10.1080/09588221.2017.1378237

Morris, N.P., Hotchkiss, S., & Swinnerton, B. (2015). Can demographic information predict MOOC learner outcomes. In Experience track: Proceedings of the EMOOC stakeholder summit (pp. 199-207). Whiterose University Consortium. https://eprints.whiterose.ac.uk/86184.

Oliveira, M., Penedo, A., & Pereira, V. (2018). Distance education. Advantages and disadvantages of [sic] the point of view of education and and society. Dialogia, 29, 139-152. DOI: https://doi.org/10.5585/Dialogia.n29.7661

Onah, D.F.O., Sinclair, J., & Boyatt, R. (2014). Dropout rates of Massive Open Online Courses: Behavioural patterns. Proceedings of the 6th International Conference on Education and New Learning Technologies (pp. 5825-5834). EDULEARN14. DOI: https://doi.org/10.13140/RG.2.1.2402.0009

Read, T. (2014). The architectonics of Language MOOCs. In E. Martín-Monje, & E. Bárcena-Madera (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 91-102). De Gruyter Open.

Reeves, T., & Helberg, J. G. (2014). MOOCs: Let's get real. Educational Technology, 54(1), 3-8.

Sokolik, M. (2014). What constitutes an effective language MOOC. In E. Martín-Monje, & E. Bárcena-Madera (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 16-32). De Gruyter Open.

Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013-2015. The International Review of Research in Open and Distributed Learning, 17(2), 198-221. DOI: https://doi.org/10.19173/irrodl.v17i2.2448

Yong Kim, Ock Tae Kim, Jin Gon Shon. (2019). A Historical journey into K-MOOCs leading to possible collaborations with North Korea. In K. Zhang, C. J. Bonk, T.C. Reeves, & T. H. Reynolds (Eds.). MOOCs and open education in the global south: Challenges, successes and opportunities (pp. 17-27). Routledge. DOI: https://doi.org/10.4324/9780429398919-3

Кто хочет бесплатно изучать английский язык онлайн?

Аннотация

Скачивания

Биографии авторов

Литература

Indexing