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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
Language: English
Authors: Read, Timothy (ORCID 0000-0003-3882-8674), Barcena, Elena (ORCID 0000-0002-0645-5933)
Source: Journal of Interactive Media in Education. 2021 2021(1).
Availability: Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Peer Reviewed: Y
Page Count: 13
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Online Courses, Student Participation, Spanish, Program Effectiveness, At Risk Students, Teaching Methods, Language Skills, Educational Technology, Technology Uses in Education, Inclusion, Student Behavior, Immigrants, Second Language Instruction, Refugees
ISSN: 1365-893X
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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1314123
Database: ERIC
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  Data: The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups
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  Data: <searchLink fieldCode="AR" term="%22Read%2C+Timothy%22">Read, Timothy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3882-8674">0000-0003-3882-8674</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barcena%2C+Elena%22">Barcena, Elena</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0645-5933">0000-0002-0645-5933</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Interactive+Media+in+Education%22"><i>Journal of Interactive Media in Education</i></searchLink>. 2021 2021(1).
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  Data: Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
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  Data: 13
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink>
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  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.
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      – Text: English
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      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Student Participation
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      – SubjectFull: Spanish
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: At Risk Students
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Language Skills
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      – SubjectFull: Educational Technology
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Inclusion
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      – SubjectFull: Student Behavior
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      – SubjectFull: Immigrants
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Refugees
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      – TitleFull: The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups
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