The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups.
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| Title: | The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups. |
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| Authors: | READ, TIMOTHY1 tread@lsi.uned.es, BARCENA, ELENA1 |
| Source: | Journal of Interactive Media in Education. 2021, Vol. 2021, p1-13. 13p. |
| Subject Terms: | *Cognitive ability, *Learning communities, Investment management |
| Abstract: | In this article the authors present a new concept, activeness, as a dynamic psychological and cognitive state of effective engaged language learning. It is defined in terms of investment, integration and performance, and empowers vulnerable students to exercise control of their learning and progress based on their needs and desired outcomes. It is argued that activeness has a double didactic and linguistic dimension, implemented as a design feature in course materials and activities, and more importantly, promoted in forum communication. Therefore, participating in a strategically designed and scaffolded inclusive LMOOC can serve the triple purpose of enabling more effective target language learning, empowering vulnerable learners, and developing student potential to become engaged members of the language learning community. This engagement is arguably an important step towards doing the same in the real world. A study is presented of the second edition of an LMOOC on Spanish for immediate needs for vulnerable groups to explore the ways in which activeness was incorporated into the course and the effects it had. This research was conducted following a mixed-method approach which involved the platform's analytics, forum messages, pre- and post-questionnaires, and course observation. Evidence is provided of the progressive presence of activeness across different linguistic levels and the effect it had on students' satisfaction, course completion, and linguistic interaction. The results from this LMOOC provide evidence that it is possible to create a supportive online environment that meets the learning needs of vulnerable groups. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interactive Media in Education is the property of Open University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 154669028 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22READ%2C+TIMOTHY%22">READ, TIMOTHY</searchLink><relatesTo>1</relatesTo><i> tread@lsi.uned.es</i><br /><searchLink fieldCode="AR" term="%22BARCENA%2C+ELENA%22">BARCENA, ELENA</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Interactive+Media+in+Education%22">Journal of Interactive Media in Education</searchLink>. 2021, Vol. 2021, p1-13. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+communities%22">Learning communities</searchLink><br /><searchLink fieldCode="DE" term="%22Investment+management%22">Investment management</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article the authors present a new concept, activeness, as a dynamic psychological and cognitive state of effective engaged language learning. It is defined in terms of investment, integration and performance, and empowers vulnerable students to exercise control of their learning and progress based on their needs and desired outcomes. It is argued that activeness has a double didactic and linguistic dimension, implemented as a design feature in course materials and activities, and more importantly, promoted in forum communication. Therefore, participating in a strategically designed and scaffolded inclusive LMOOC can serve the triple purpose of enabling more effective target language learning, empowering vulnerable learners, and developing student potential to become engaged members of the language learning community. This engagement is arguably an important step towards doing the same in the real world. A study is presented of the second edition of an LMOOC on Spanish for immediate needs for vulnerable groups to explore the ways in which activeness was incorporated into the course and the effects it had. This research was conducted following a mixed-method approach which involved the platform's analytics, forum messages, pre- and post-questionnaires, and course observation. Evidence is provided of the progressive presence of activeness across different linguistic levels and the effect it had on students' satisfaction, course completion, and linguistic interaction. The results from this LMOOC provide evidence that it is possible to create a supportive online environment that meets the learning needs of vulnerable groups. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Interactive Media in Education is the property of Open University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=154669028 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5334/jime.628 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1 Subjects: – SubjectFull: Cognitive ability Type: general – SubjectFull: Learning communities Type: general – SubjectFull: Investment management Type: general Titles: – TitleFull: The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: READ, TIMOTHY – PersonEntity: Name: NameFull: BARCENA, ELENA IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 1365893X Numbering: – Type: volume Value: 2021 Titles: – TitleFull: Journal of Interactive Media in Education Type: main |
| ResultId | 1 |
